The Effect of Using Thematic Progression On Students’ Reading Comprehension and Writing Ability

The aim of this study was tofind out a significant effect of using thematic progression instruction on students’ reading comprehension and writing ability at Faculty of Education and Teacher Training of Islamic University of Riau. The research design was a quasi-experimental study with pretest - posttest nonequivalent group. It involved34 participants that consist of one experimental group and one control group of students of Education and Teacher Training Faculty of Islamic University of Riau. Eight research questions and Eight hypotheses were posed in this study in order to find out the significant difference between pre-test and post-test of using a thematic progression on students’ reading comprehension and writing ability. Pretest and posttest were administered in this study and independent sample t-test and paired sample t-test were used to analyze the data. The research finding showed that there is a significant difference of post-test mean scores between the experimental class using Thematic progression instruction and the control class on students’ reading comprehension and writing ability. Thematic Progression Instruction contributed the effect of improvement on students’ reading comprehension 71% andwriting ability contribution 89%. At last, it could be concluded that Thematic progression instruction could be applied in teaching reading comprehension and writing abilityofEducationand Teacher Training Faculty of Islamic University of Riau. Key words: Thematic Progression Instruction, Reading Comprehension, and Writing Abilit