Artikel Skripsi
Universitas Nusantara PGRI Kediri
THE EFFECT OF USING GUIDED QUESTIONING TECHNIQUE TO THE
STUDENTS WRITING ABILITY ON RECOUNT TEXT AT TENTH GRADE
STUDENTS OF SMAN 4 KEDIRI IN ACADEMIC YEAR 2014-2015
THESIS
Presented As Partial Fullfilment Of The Requirements To Obtain The Sarjana Degree Of Education Of
Engish Department Faculty Of Teacher Training And Education UNIVERSITY OF NUSANTARA PGRI
KEDIRI
By :
MARIANA NINGRUM
NPM : [Link].0155
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF NUSANTARA PGRI KEDIRI
2015
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Artikel Skripsi
Universitas Nusantara PGRI Kediri
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Artikel Skripsi
Universitas Nusantara PGRI Kediri
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Artikel Skripsi
Universitas Nusantara PGRI Kediri
THE EFFECT OF USING GUIDED QUESTIONING TECHNIQUE TO
THE STUDENTS WRITING ABILITY ON RECOUNT TEXT AT TENTH
GRADE STUDENTS OF SMAN 4 KEDIRI IN ACADEMIC YEAR 2014-
2015
MARIANA NINGRUM
[Link].0155
FKIP – Pendidikan Bahasa Inggris
seranggateroris@[Link]
Drs. Agung Wicaksono [Link] dan Saiful, [Link]
UNIVERSITAS NUSANTARA PGRI KEDIRI
ABSTRACT
MARIANA NINGRUM.[Link].0155 The Influence Of Using Guided Questioning Technique To
The Students Writing Ability On Recount Text At First Grade Students Sman 4 Kediri In
Academic Year 2014-2015
This research is conducted because of a tendency which scattered that writing is considered as the
most difficult and complex skill to learn. This problem occurs because the English teacher feels difficult
to choose the appropriate technique to teach writing. Therefore, the purpose of conducting this research is
to investigate the effective of Scaffolding technique as the technique that can help students to have better
ability in writing recount text in terms of content, organization, grammar, vocabulary, and mechanics,
also its effect to their attitudes toward writing recount text.
In conducting this research, the researcher employed the pre-experimental research and one-group
pretest-posttest design. The population of this research includes 6 classes of the first year students of
SMAN 4 Kediri in academic year 2014/2015divided into 3 classes of Science, 3 classes of Social. By
using cluster sampling, the researcher decided to choose Language class consisted 24 students. This
research was held in four meetings involved pre-test, first treatment, second treatment, and post-test. The
researcher used the form of essay test writing recount as the instrument to collect the data. The instrument
of essay test recount was used to know the students’ ability in writing recount, while to know the
students’ attitudes toward writing, the questionnaire consisted of 20 questions based on the three
components of attitudes (affective, behaviour, cognitive) were distributed. To analyze the data, the
researcher used t-test computation and the precentage.
The stastitical data in the research result data showed that the mean score of pre-test was 60 and
post-test was 80. From this result the researcher found that the t-score (13,032) > t-table 5% (2.064) or
1% (2.781). It can be concluded that the Null Hypothesis (H0) was rejected and the Alternative
Hypothesis was accepted. The students taught by Guided Questioning technique have better ability in
writing recount text than those taught by Guided questioning technique in the term of content,
organization, grammar, vocabulary, and mechanics.
It can be concluded that Guided questioning technique gave very significant effect to teach
writing recount text because it developed significantly the students’ ability in writing recount text; also it
affected positively their affective and cognitive attitudes. So, it is suggested that English teacher should
apply Guided Questioning Technique to teach writing recount text.
Key word: Writing, Guided Questioning technique, Recount Text
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I. BACKGROUND OF THE Pendidikan Nasional , The students
PROBLEM have to master their writing in the
forms of genre (kinds of text) such
Alexander LG (1975) said that all of as: narrative, descriptive, recount,
four basic language skills are news items, etc as a means of
Understanding, Speaking, Reading [Link] of genres is
and Writing. In his book he also said recount.
that the most important of all basic There are some problems in writing
language skills are speaking and faced by some students in Senior
writing. "Speaking and writing are high school. Based on Nguyen thi tu
the most important of these skills, (2010:2) stated that there are three
since to some extent they presuppose main problems in Writing encounter
the other two". In this section, the by Secondary school students. The
writer focuses on Writing skill. first is The lack of concision. In
Writing is one of the language skills writing a text, students fail in
that should be taught besides the mastering enough the exact main
other skills. Writing as a productive ideas. In the other words, they
skill aims at helps students in cannot include only one statement of
expressing their idea written. the passage. They often wander to
Therefore, the students must have corporate the ideas without focusing
extensive knowledge if they want to on the main ideas covering the whole
write something. reading selection. The second
There are four standard competences mistake is The lack of accuracy.
in curriculum based on competences Students also have difficulty in
in Curriculum 2013 . One of them is expressing the main ideas clearly and
writing. In writing students are reflecting the author emphasis
hoped to be able to express many exactly. Generally, they concentrate
written meanings that have purposes so much on the unimportant points
in communicative, text structure and go into misleading of the
based on Competence 2013 . passage. This influences negatively
According to Departemen on their summary since they will
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create some conflicts and ideas .Guided questioning technique
misunderstanding for readers who is a method which is the teacher
read and evaluate their summary. gives some question to the students
This also a measurement of their applied in a topic in teaching writing.
understanding of the [Link] Rise [Link] and Charles Cooper
third is The lack of coherence. How (1995:66)on their book that is
can students make their text smooth, “[Link]’s guide to writing”, they
logical and consistent? Students are said that asking questions about a
often not skillful in using suitable certain topic or problem is a way to
connections and they don’t have a learn about it and decide what to do
willingness of making a well- or say. It is a useful and systematic
organized outline before they write a approach to exploring a problem.
text or a story. They consider that They also said that there are
writing a text is simply putting main several steps in using questions for
ideas and supporting details innovation. They first is think about
incoherently together without your subject. (By “subject” it means
connections. Among sentences, it is any event, person,problem,idea,or
important to have suitable, logical issue . In other words, anything you
transitions in order that their might write [Link] second is Start
summary reaches clearness, with the first question, and move
condensedness and smoothness. right through the [Link] to answer
Moreover, using connections proves each question at least briefly just
that student have a good organization with a word or phrase, not a
for their summary while writing it. [Link] the last Write your
Most of student think that writing is responses quickly, without much
the most worried activity in learning planning.
English. They cannot think anything There is another name of this method
to write about. Even the teachers called by Lois Robinson (1987:31)
give them topics, students still feel called Guided writing or controlled
confused to start writing. It is not writing. He said that Guided writing
because they don’t like the topics but or controlled writing cannot make a
because they don’t know how to start serious error so long as he follows
it and they don’t know enough to directions. This is the same method
write about it. It called by Lack of which give some questions about a
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topic, called Guided Questioning this method, the students can make it
Techniques. easier to write what should write in
Guided Questioning Techniques can Recount text. This method is
help the students to explore their expected can help the students to
idea in learning writing skill like make a Recount text. Based on the
James C Raymond (1990:18) said reasons stated above, the writer takes
that Question will be a good way to a title of this research “The Effect
help exploring topic in writing skill. of Using Guided Questioning
Asking question can be a way of Technique to the students writing
exploring with the material before ability on Recount text at Tenth
decide befora what the student want Grade students SMAN 4 Kediri
to make with it. Meanwhile, John 2013-2014”.
Langan (1989) also said that we can
generate ideas and details by asking II. RESEARCH METHOD
questions about our subject . Such as In this research there are two
questions include variable, they are indepandent variable (X)
Why?When?Where?Who? and How and dependent variable. Independent
? variable is a variable that is supposed to
Fred D White (1987: 45) in his book influence the other variable, dependent
“The Writer’s art” also said that variable.
explained that the needs to know the From the title of the research, that is
topic might consider using the research “The Effect of Using Guided
questions. He called this method by Questioning Technique to the students
5Ws and the H Grid. It works writing ability on Recount text at Tenth
because the questions provide a wrap Grade students SMAN 4 Kediri 2013-2014”.
around understanding the topics. the writer conclude that the first variable is
In learning recount text, students Guided questionong technique as the
may have difficulties in learning it. independent variable and the second
Students may be confused what to variable is Writing Ability on Recount Text
write although they know the topic as the dependent variable.
which has been given by the teacher. In this research, the researcher use
Because of that problem, the writer technique of experimental quantitative
wants to try a method that is guided because variable in this research is treaten to
questions. The writer hopes by using know certain result before and after giving
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treatment. The researcher give treat to the vocabulary, even ignore the
students of SMAN 4 Kediri to know their punctuation and capitalization.
ability in writing recount text, after that the The progress happens after
researcher give the score which use as the the researcher gives the the treatment
data to be measured and to get the corelation twice. In the first treatment, the
between to variables. students are able to have
In this research, the researcher use understanding about recount
pre-experiment method by using pre-test and organization, language features, and
post-test design, where the researcher do an how to proceed their ideas in
experiment in a single group only. sequences of process. They
comprehend about the aspects in
III. RESEARCH FINDINGS AND writing recount text based on the
CONCLUSION model text given by the teacher as
The conclusion deals briefly they do in group. In the second
about the result of the research based treatment, the students begin to
on the formulation of the problem. practice their understanding based on
Based on the data analysis during the the researcher’s explanation using
research, the researcher concludes Guided Questioning Technique by
that before the students taught by constructing recount text based on
using Guided Questioning their experience individually. The
Technique, they have problem in result can be seen in the post-test
writing recount text generally in score in the following meeting. Their
constructing ideas, structure, word ability in writing recount text
choice or vocabulary, and even developed significantly.
ignore the mechanics especially at Therefore, the Guided
the tenth grade students of SMAN 4 Questioning Technique is
Kediri in academic year 2014/2015. compulsory to be applied to teach
The students have difficulty to writing especially recount text at
develop their ideas into sentence, tenth grade students of SMAN 4
they have no ability to comprehend Kediri. It is important to be regarded
past sentence, the have no as an appropriate technique to teach
understanding about recount writing because this technique can
organization, they have very limited make the students have better in
writing. By using this technique,
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there is collaboration between the Students’ Achievement in
teacher and students to learn how to Writing Narrative Texts.
write recount text and the students XI. Handayani, N., & Yuli. T. 2013.
more focus and concentrate in the Using Beef Burger as a Media in
process of writing. in short, the Teaching Writing a Recount Text at
researche concludes that the Guided Junior High School. Unpublished E-
Questioning Technique gave Journal Program Pascasarjana
significant effect to the students’ Universitas Negeri Indonesia.
writing recount ability at tenth grade Undergraduate Thesis.
students of SMAN 4 Kediri in XII. Harmer, Jeremy. 2007. How to
academic year 2014/2015. Teach Writing. Edinburgh: Pearson
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