Digital Library: No conditions. Results ordered -Date Deposited. 2024-03-29T02:17:29ZEPrintshttp://digilib.unila.ac.id/images/sitelogo.pnghttp://digilib.unila.ac.id/2015-04-29T09:00:17Z2015-09-11T08:55:11Zhttp://digilib.unila.ac.id/id/eprint/9335This item is in the repository with the URL: http://digilib.unila.ac.id/id/eprint/93352015-04-29T09:00:17ZTHE IMPLEMENTATION OF GUIDING QUESTIONS TECHNIQUE IN
TEACHING RECOUNT TEXT WRITING AT SECOND YEAR
STUDENTS OF SMP NEGERI 2 SUKADANA
LAMPUNG TIMUR
(A Classroom Action Research)In acquiring a foreign language especially English, there are four skills that should
be master by the learner (listening, reading, speaking, and writing). Writing is
regarded as the most difficult language skill to master as it has many aspects to
consider, such as, language use, organization, content, vocabulary, and mechanics.
In the pre-observation at SMPN 2 Sukadana Lampung Timur in class VIII. 2, the
writer found that the students got difficulties in producing a recount text, only 11
students from 40 students; it means 27.50% students who can pass the passing
grade. By implementing guided writing in the form of guiding questions technique
the researcher hopes that this technique will be helpful to improve the teaching
learning process in general and writing especially.
The aim of this research was to investigate the implementation of guiding
questions technique used during teaching writing, precisely to see whether
guiding questions technique can improve not only students’ writing achievement
significantly but also students’ participation in teaching and learning process.
The research was conducted at SMPN 2 Sukadana Lampung Timur and the
population of this research was the students of VIII.2 in that school. This
Classroom Action Research (CAR) was conducted in two cycles. Each cycle was
comprised of planning, implementing, observing, and analysis and reflection. The
indicators of the research dealt with the learning product and learning process.
Therefore, the instruments that were used in collecting the data were the writing
test and observation sheets.
The result of the learning product indicated that guiding questions technique was
applicable to improve students’ writing ability. In Cycle I, there were 25 students
(62.50%) out of 40 students whose writing scores achieved the target, that is,
score 60 or higher. The result from Cycle II showed improvement that there were
32 students (80%) who got score 60 or higher. Concerning with the learning
process, there were 30 students (75%) out of 40 students who did 80% of
activities in the first cycle. After the second cycle was conducted, the result
showed that there were 34 students (85%) who did 80% of activities observed by
the researcher. Referring to the result of the research above, it can be concluded
that guiding questions technique is recommended to be used by teachers to
improve their students’ writing ability. Tri Haryono 0543042053