The effectiveness of guided questions in teaching students’ narrative writing: an experimental study at the eighth grade students of MTs Pembangunan UIN Jakarta

By:

ERMA VELANDA 1110014000121

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAAND TEACHERS’ TRAINING

SYARIF HIDAYATULLAH

STATE ISLAMIC UNIVERSITY JAKARTA

2015

Students’ Narrative Writing (An Experimental Study at the Eighth Grade Students of MTs Pembangunan UIN Jakarta, Skripsi, Department of English Education, The Faculty of Tarbiyah and Teachers’ Training, State Islamic University Syarif Hidayatullah Jakarta.

Advisor I : Drs. M. Farkhan Advisor II : Devi Yusnita, M. Pd

Key Word: Guided Questions,Writing, Narrative Text.

The purpose of this research is to investigate the effectiveness of guided questions on students’ writing of narrative text, specifically it is written on the title of this research that is “The Effectiveness of Guided Questions in Teaching Students’ Narrative Writing, An Experimental Study at the Eight Grade Students of MTs Pembangunan UIN Jakarta.”

Experimental research was used as a method in this study. The study was carried out in two classes, one as the controlled class and the other as the experimental class. The data are gathered through tests. The test consisted of the pre-test and post-test.

The research was conducted at the eight grade of MTs Pembangunan UIN

Jakarta on September, 15th until October,30th 2014 of the school year 2014/2015.

The sample used was a student class 8-H as experiment class and 8-G as control classwhich consist of 32 students in each class. The experimental class is taught by using guided questions, whereas in controlled class is taught narrative text as usual, without guided questions technique.After giving the treatment on experimental class and without it on controlled class, the data collected and analyzed by using t-test. According to the result of statistical calculation, it is

obtained the value of to (t-observation) is 7,09 and the value of “tt”(t-table) from

the df (62) on degree of significant of 5% = 1.7 and 1% = 2.4, as known “to” is

higher than “t” table as 1.7< 7,09> 2.4.It means that the null hypothesis (Ho)is

rejected and the alternative Hypothesis (Ha) is accepted.

Based on the finding in this study, it can be concluded that guided questions is effective on students’ writing of narrative text, that showed by result above.

Pembangunan UIN Jakarta). Skripsi, Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah, Jakarta. Advisor I : Dr. M. Farkhan

Advisor II: Devi Yusnita, M. Pd

Kata kunci: Pertanyaan Terbimbing, Menulis, Narrative Teks

Tujuan penelitian ini adalah untuk meneliti keefektifan dari tehnik pertanyaan terbimbing untuk menulis narrative teks bagi siswa kelas delapan di MTs Pembangunan UIN Jakarta.Penelitian ini berjudul“The Effectiveness of Guided Questionsin Teaching Students’ Writing of Narrative Text, An Experimental Study at the Eighth Grade Students of MTs Pembangunan UIN Jakarta”.

Metode yang digunakan adalah penelitian eksperimen. Penelitian ini dilakukan di dua kelas, yakni kelas control dan kelas eksperimen. Data dikumpulkan melalui dua tes. Tes terdiri dari pre-test dan post-test.

Penelitian ini dilaksanakan di kelas delapan MTs Pembangunan UIN Jakarta pada tanggal 15 September sampai dengan tanggal 30 Oktober 2014 tahun pelajaran 2014/2015, sampel yang digunakan adalah kelas 8-H sebagai kelas eksperimen dan 8-G sebagai kelas control dimana masing-masing kelas terdiri dari 32 siswa. Kelas eksperimen mendapatkan perlakuan khusus yaitu menggunakan pertanyaan terbimbing dalam menulis teks narrative dan kelas control tidak mendapatkan perlakuan khusus. Setelah diberikan perlakuan terhadap kelas eksperimen dan tanpa perlakuan di kelas control dan setelah dilakukan pre-test dan post-test maka data yang sudah di dapatkan kemudian di analisa menggunkan formula t-test. Berdasarkanhasil dari kalkulasi statistik, nilai

to atau t-observasi adalah7,09 dan nilai t-table (t-tabel) dengan derajat kebebasan

62 dalam taraf nyata 5 persen adalah 1.7 dan dalam taraf nyata 1 persen adalah

2.4. maka diketahui bahwa to (observasi) lebih tinggi nilainya dari t-tabel,

1.7<7.09>2.4, berdasarkan data hasil penghitungan statistik diatas maka dapat disimpulkan bahwa Null Hipotesis (Ho) ditolak, sedangkan Alternatif Hipotesis (Ha) dapat diterima, yang berarti pertanyaan terbimbing efektif terhadap pengajaran menulis narrative teks siswa kelas delapan.

Berdasarkan penjelasan diatas dapat disimpulkan bahwa pertanyaan terbimbing efektif terhadap menulis narrative teks siswa kelas delapan di MTs Pembangunan UIN Jakartat, yang dapat dilihat dari nilai t-skor diatas.

In the name of Allah, the Beneficent, the Merciful All praises be to Allah the Lord of the worlds

Peace and blessing be upon our prophet Muhammad, his family, his descendants, and his followers

This skripsi is presented to the English Education Department of English Education Faculty of Tarbiya and Teachers’ Training, State Islamic University Syarif Hidayatullah Jakarta.

In this good occasion, the writer would like to express her greatest

gratitude and appreciation to her beloved father, MintoHadiSlamet, for his

encouragement and support and my beloved mother SitiAsiyahfor being the best mother I ever known, for everything she has given, for dedicating her whole life to her children, and for her patience to motivate the writer to finish her study. Moreover, to my beloved sister AmilatulArifah and my beloved brother AlfianAfikMaulana for their motivation and praying.To my beloved grandmother and grandfather, Munayatun (alm) and Affandi (alm) for always loving me and believe in me. And My aunts SitiFuadah, SitiMaslacha, Khoirunnisa, my uncle Mustofa and Khairul Anwar for being my other parents and support me.

Her gratitude and honor also go to:

1. Nurlena Rifai as the dean of Faculty of Tarbiya and Teachers’ Training

2. Drs. Syauki, M. Pd, the Head of English Education Departement

3. Zahril Anasy, M. Pd, the secretary of Englsih Education Departement, and all

staffs of English Education Departement

4. Dr. M. Farkhan and Devi Yusnita, M. Pd as her advisors who have given their

energy and valuable time for the writer to give consultations with full of help during the writer developing her skripsi.

English teacher of MTs Pembangunan Jakarta

7. All of teacher in MTs Pembangunan UIN Jakarta

8. Her beloved, MohamadApriliantoHestiawanfor loving, encouraging and

supporting the writer.

9. All of her friends from junior and senior high, RizqiHaqsari, Fadhila

Dian,FaridNurul, and Miftachus Salam for gathering and supporting each other from over last ten years.

10. All of her friends of English Education Department in year 2010, especially C

class, Nurdina Mecca Zathira, for her huge support by encourage the writer that they can never finished it by doing nothing and push the writer to start over, DedeIrosRosmawati, RindaNuraini, Suaeni, and IlfaHidayah, for gathering and sharing their knowladge, and whose names can not be mentioned one by one.

May Allah, the Almighty bless them all, so be it. because only Him who knows and sees how much contribution and motivation received by the writer.

At last, the writer realizes that this skripsi is still far from the perfection, a criticism and suggestions would be welcomed to make it better.

Jakarta, January 16th 2015

The Writer

Acknowladgments... v

Table of Content... vii

List of Table... ix

List of Appendices... x

CHAPTER I INTRODUCTION A.The Background of the Study... 1

B.The Identification of Problem... 6

C.The Limitation of Problem... 6

D.The The Formulation of Problem... 6

E. The Objective of Study... 7

F. The Significance of Study... 7

CHAPTER II THEORETICAL FRAMEWORK A.Literature Review... 8

1. Writing... 8

a. Definition of Writing... 8

b. Classroom Writing Activity... 9

c. Writing Process... 10

d. Purpose of Writing………. 12

2. Guided Questions... 15

a. Definition of Guided Questions... 15

b. Function of Guided Questions... 17

c. Purpose of Guided Questions... 18

d. Indicator of Guided Question for Writing……… 18

3. Narrative... 19

a. Definition of Narrative... 19

b. Purpose of Narrative... 20

c. Kind of Narrative Story... 20

D.Theoretical Hypotheses... 25

CHAPTER III RESEARCH METHODOLOGY A.Time and Place... 26

B.Research Design... 26

C.Population and Sample... 27

D.Method of the research……….. 27

E. Instrument and Technique of Collecting Data………. 28

F. Technique of Data Analysis... 29

G.Statistical Hypothesis... 31

CHAPTER IV RESEARCH FINDING A.Data Description………... 32

B.Normality of the Data……… 37

1. Normality of pre-test in Experiment class………. 38

2. Normality of post-test in Experiment class………. 40

3. Normality of pre-test in Control class………. 41

4. Normality of post-test in Control class………. 43

C.Data Analysis……… 45

D.The Testing of theHypothesis... 47

E. Data Interpretation... 48

CHAPTER V CONCLUSION AND SUGGESTION A. Conclusion... 49

B. Suggestion... 50

BIBLIOGRAPHY ... 51

APPENDIX... 53

2. The students’ score of the control class……… 34

3. The comparison of experiment and control class………. 36

4. Calculation of Pre-test Normality in Experimental Class………. 38

5. Calculation of Post-test Normality in Experimental Class…………..…. 40

6. Calculation of Pre-test Normality in Control Class……….. 42

7. Calculation of Post-test Normality in Control Class……… . 43

3. Appendix 3: Instrument ………. ……… 78

4. Appendix 4:Rubric for Assesing Writing……….... 79

5. Example of Pre-Test

6. Post-Test Form

7. Example of Post test

8. Table of Lilyfors

9. Table of T-test

10. Surat Pengesahan proposal Skripsi

11. Surat Izin Penelitian

12. Nama Siswa

A.Background of Study

Educational side is important for human being. Every school in Indonesia tries to figure out the best method and technique in order to make the subject matter easier to understand. This proves that educational background is one of several factors that influence people’s life; however there are many subjects that make students hard to master the whole material.

So many subjects in Indonesia that must be mastered by every student, one of them are English subject. In Indonesia, especially in the eighth grade students of junior high school, the subject matter of English subject has been arranged by governor in syllabus. Based on the syllabus, the teachers have to develop their own way to teach their students and find a good way in order to make the students understand all of skills in English as well.

In English subject, there are four major skills that student has to know and master. One of them is writing skill. Writing is the ability of people to produce words in form of written or printed work in order to deliver some message to the reader. As other skills, we could not master it in a day. Students have to write gradually in order to make their writing better and better. Furthermore, we know that in writing itself, there are many materials we have to concern.

What make writing difficult is because there are many materials in writing that students have to understand well, one of those is texts. Writing text in English is not that simple, the students have to know many part which support writing, for example grammar and vocabulary. Writing is skill, where to acquire it students have to do it gradually to make it better. Beside, in writing text, the students have to know the feature and characteristic of the text they want to write. Moreover, there are many texts in English. They are analytical, recount, narrative, descriptive, procedure and so on. Narrative text becomes one of many texts that students in junior and senior high school

should understand well. Then because of the research will hold in eighth grade of MTs Pembangunan UIN Jakarta, the writer have to consider the syllabus which is used there.

MTs Pembangunan UIN Jakarta is a school which uses two kind of curriculum. In seventh grade, 2013 syllabus is used and in eighth and ninth grade, KTSP is still used. Back to English subject, the problem is focus on writing ability of the students about text, especially writing narrative in eighth grade. Thus, because of the school still use KTSP, the writer refers the standard competence and base competence of KTSP curriculum. Stated in the syllabus, in eighth, tenth, eleventh, and twelfth of standard competence, point 8.2, 10.2,

11.1, 11.3, and 12.2 in base competence. One of them is “Merespon makna

yang terdapat dalam monolog pendek sederhana secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan sekitar dalam teks berbentuk

narrative dan recount” and “Mengungkapkan makna dalam monolog pendek

sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan sekitar dalam teks berbentuk recount dan narrative”. Stated in that syllabus, the purpose is that the students should know the whole part of narrative and make sure that the students will understand well in the end of the study.

The reason why this research is conducted and the problem is choosen is because when the writer do teaching learning practice in this school, the students in eighth grade have some difficulties in writing narrative text. They have to understand the generic structure and the plot well to write narrative story especially fiction because in this grade they learn narrative only in fiction story. The purpose of writing for this point of standard competence is teaching students to write narrative in well organized and well grammatically even there are many purposes in teaching writing.

In order to achieve the purpose, formal educations always try to find a way to make writing narrative easier for their students. Yet, before it, the teachers have to recognize the problem in learning and the factors which make teaching and learning process can work well.

Formal educations always try to find an effective way to teach every skill in English, including writing skill. Teaching English is not as easy as people say. We could see this statement is true from so many methods, technique and curriculum in Indonesia that change gradually. This situation has purposed to make teaching and learning English understandable and usable. On the other hand, we could see that teaching and learning English in Indonesia fails, the writer does not expect to look from the national examination result, but from secondary graduated students who could not use English as what they had been expecting, for example; to understand some reference books in English when they become university student.

Failure and success come from many factors. There are four important factors in learning foreign language. First is ‘who’ factor, the first person who determines the successful of learning process. A student is the first person who takes in charge in their understanding. The ability to memorize, inner motivation and their willingness to absorb the material are really significant aspect to make them learn. We can ask students come to the class, do their task, give them any homework and many other school activities, but remember when they do not like it, and do not want to absorb it; it would be useless, because they will forget it easily. We could not push them to understand and process the information to their long-term memory.

Students have to memorize the pattern, vocabulary, and grammatical rule. “The greatest barrier to second language learning seems to boil down to a matter of memory: if you could just remember everything taught and heard,

you would be a very successful language learner.”1 This statement are require

the great memory of the students and tell us that learning language is not like learning geography, when we learn new material, we could save the previous material. Learning English is like arranging the brick, every single brick we had pile up is important, one brick lost, the whole building will collapse, because it is an accumulation process. “Language teaching cannot be built on

1

Harold Brown, Principles of Language Learning and Teaching Forth Edition, (New York: Longman, 2000), p 100.

what the learner knew; it can only be built on what he knows.”2 This quotation from William Mackey supports the previous quotation from Harold. Students do not expect forgetting, even a little part of language learning. What students know in the past is not important anymore because when they forgot it, it would be useless and could not help them to communicate. Their ability is what they know right when they need it.

The second factor after ‘who’ is ‘how’. The method to teach in teaching-learning process is important, but not always fit for every situation. Harmer says in his book, “Many approaches and methods are based on a very western idea of what constitutes ‘good learning’”. Some people think the best way how to learn English is by changing the new method or technique especially that successfully applying in western education, but actually method and technique is only the tools for teacher to make their students understand. Method and technique are important, but it will not become the first and the only factor to make students easy to write something in target language. “There is no one

way to teach, no one method that is clearly the best.”3 The explanation of this

quotation is really clear that English has many sub-skills and component that would encourage us to find an effective technique in order to learn them, but let’s emphasize that there is no technique could overcome all situation. We have to find the exact technique, which proper with what we want to learn. To find the best technique, we have to consider these two important things, firstly we have to consider and remember that there is no method that suit for all teaching learning problem. Second, in the classroom, we have heterogenic students who have different mind, intelligent, emotion, interest and types of learning.

Many techniques in teaching learning process that developed by many teachers to make student easy in writing. They are using video, picture, story and many other media and technique. Writing narrative text as one of many texts in junior high school should consider the feature and characteristic. As a

2

William F. Mackey, Language Teaching Analysis, (New York: Longman, 1967), p. 8

3

Stephen Krashen, Principles and Practice in Second Language Acquisition, (California: Pergamon Press, 1987), p. 27

story, narrative has to be organized well in order to make the reader easy to read and understand the content. From so many techniques, one of them is guided questions.

Guided questions is series of question which guide the student to write the paragraph in good organizing. Thus, with this technique, the students can hopefully write narrative text well organize as well as grammatically correct.

The third factor is ‘where’. Even formal education or some informal instances like course always have certain place where to study. They always prepare a class for teaching and learning process. Starting from fifteen people per class till forty people per class is available. We could not make it in language learning. Language is wider. The students only have several hours a day in class and the entire hours will be their native language role. When someone gets their native language, they did it naturally. They hear and write it again and again every day since they did not even know another language. Comparing to acquisition in second language, it would be a tiny portion of time if we just concern in classroom learning. “Second language classes are best

thought of as places to gain comprehensible input in early stages.”4This means

that classroom activities are only to prepare students to make next movement in learning second language. Using guided questions is hopefully encouraging students to make the almost same pattern of question in writing narrative not only in school but also in their own home.

The last factor is ‘when’. The last factor is to support the third factor that students could write narrative and practice it by using guided question everywhere, even in their own house by making the same pattern question. If every student could do some practice outside gradually, it would be-at least-almost equal with mother tongue acquisition.

To sum up from the four factors above, we can see that the students’ is the first way to attract student in learning. They would follow the subject efficiently if they know where the material goes. Thus, the teacher should be

4

Stephen Krashen, Principles and Practice in Second Language Acquisition, (California: Pargamen Press, 1987), p. 16

creative in adapting a useful and enjoyable classroom activity but also can encourage students to focus in what they have to learn.

From many methods and technique to improve, develop, and understand target language (English), and many problem rises in teaching learning activity to learn foreign language, the writer uses guided questions technique in increasing students’ writing of narrative text in eighth grade students of junior high school, with hope that this will encourage the students’ confidence to answer with their own words, and also indirectly, it would make them automatically memories the pattern and easier to write their own story.

By those statements, guided questions as a series of question to guide the students in writing the organized story by their own, the question is raised. Then, rising from much explanation above, the researcher would do research entitle “THE EFFECTIVENESS OF GUIDED QUESTION IN TEACHING STUDENTS’ NARRATIVE WRITING”.

B.The Identification of the Problem

Based on the background above the problem that covered the research can be identified as followed:

1. There are many skills in English that students have to master

2. Students have difficulties in memorizing the material

3. Students find difficulties in writing some texts in English subject

4. Students do not understand well some features of text

5. Students find difficulties in mastering narrative text

6. Teachers are difficult in selecting the appropriate technique in teaching

writing

C.The Limitation of the Problem

From the identification of the problem, this research would have the limitation in order to make the research focus. Thus, the problem would be limited on: the effectiveness of guided questions in teaching students’ narrative writing.

D.Formulation of the Problem

The writer would analyze whether the using of guided questions technique is appropriate in teaching writing of narrative text in eighth grade students of MTs Pembangunan UIN Jakarta. The writer proposes the general question “is the guided questions technique effective in teaching narrative writing for eighth grade students’?”

E.The Objective of the study

The objective of the research is trying to investigate whether or not the guided questions technique effective in teaching students’ writing of narrative text, especially in eighth grade students of MTs Pembangunan Tangerang Selatan.

F. Significant of the Study

This research hopefully will give any advantage for some people:

1. The English teacher, the people who will hold the English lesson in

class and would have the first responsibility in increasing students’ ability in English skills

2. The formal institution, for example school, and especially MTs

Pembangunan Tangerang Selatan, it could be a consideration in increasing students’ writing of narrative text if the research proves that the technique is effective.

3. The next research, as a reference and also consideration to hold

A.Literature Review 1. Writing

a. Definition of Writing

Talking about definition of writing, it would be include some book and some expert. Writing as a skill of English is a process of discovery, involving a series of steps. It is way of remembering and way of thinking well. We usually know that writing is formal form of speaking. When slang and informal grammar is used in speaking, writing considers many aspect of the language itself.

Raymond defined, “Writing is an instrument of both communication

and self-expression” 1. This statement is supported by Grenville when she

said that writing was when you let your surrounding quite enough, chewed the pan, and put all of you thought and what in your mind on a piece of

paper.2 It means that writing is used as an instrument to communicate and

show one’s self-expression which comes from personal thinking. Someone may have some ideas or feeling that sometimes it can not be showed as speaking. Writing is another instrument to communicate besides speaking.

Another definition comes from Byrne in a “Teaching Writing Skill”, stated that “Writing can be said to be the act of farming these symbol

making marks on a flat surface of some kind.”3 Then, in another book which

has almost same idea said that writing is work on paper or onscreen.4 Both

of theory emphasize on media of writing. People can put their idea on paper or onscreen using particular symbol in their own understanding. In this case,

1

Anita Pincas, Gillian and Charles Hadfield, Writing in English, (London: The Macmillan Press Limited,1982), p.100

2

Kate Grenville. Writing from Start to Finish, A Six Step Guide, (Miller St: Griffin Press, 2001), p. 6-7

3

Dom Byrne. Teaching Writing Skill. (London: Longman. 2006), p. 156

4

Paul Kei Matsuda and Christine M. Tardy. The St. Martin’s Handbook, (Boston: St. martin’s, 2010), p. 23

8

understanding means the language and the rule that people used and they know it well in their area.

In Ryan book’s, he said, “writing is a skill, and skills are learning by

doing.”5 We can’t learn writing by the theory. We have to understand every

part of writing itself. In writing narrative, we have to understand the characteristic and have to arrange it grammatically well. Besides, we can not only write once then master it; we have to write gradually in order to make it better and better.

From the other book, writing defined as a way of remembering and a way of thinking as well. Writing makes words permanent, and that expand

the collective memory of human beings from the relative small store. 6

From many definitions the writer infer that writing is a human communication besides speaking through particular rule with particular equipment such as paper and pen in order to show people feeling and to produce people’s mind into a work, and in the process it can help people to sharpen their memory.

b. Classroom writing activity

In teaching writing, the researcher should consider what kind of writing activity in the class room. Some of writing activity is explained by a

book with a title “From Language Learner to Language Teacher”, they are:7

1) Copying

2) Dictation

3) Note-Taking

4) Speed Writing

5) In-Class Essay

6) Dialogue Writing

7) Stories

5

Vincent Ryan Ruggiero. The Art of Writing. (California: Alfred Publisher. 1981), P. 12-13

6

James C. Raymond, Writing Is an Unnatural Act, (New York, Harper & Row Publisher Inc), p.2

7

Snow, Don. an Introduction to Teaching English as a Foreign Language, (Venice: TESOL Publications, 2007), p. 152-157

From that book, there are seven activities that students can do in classroom. One of them is story. In the story, students in eighth grade will focus on recount and narrative. Recount retell their activities or experiences about past even, when narrative usually will amuse or entertain them with classical and fairytale story.

c. Writing Process

Another important thing in writing is the process, because writing is not one time over activity. The idea could come anytime, and we would try to make our written as good as possible. There are several stages from

several books about process of writing; the first one is from Carol: 8

1) Prewriting

Prewriting occurs before the writer produces the first rough draft, is a planning and preparation stage. In prewriting, the writer selects a subject and begins to discover what she wants to say about it and how best to present her thoughts to her audience intended. It provides the foundation for any discoveries made in the writing process; it is the germination or gestation period for the paper, the stage in which ideas begin to take shape.

2) Writing

In this stage, the writer will try to write down their idea on a paper. It will be the first draft of the idea. The writer could make up the idea in the next stage.

3) Rewriting

Continuing in this part of writing, the writer revises the draft produced in the writing stage, is an important part of writing that is at times neglected by many student writers. This stage requires the writer to make decisions that determine the final shape and effectiveness of her writing. It involves both editing for grammatical and mechanical correctness.

8

Carol A. Binder. Writing in Process: Strategies for organization and Development, (Singapore: Pearson Prentice Hall, 2005), p. 6-8

When Carol divided the process into three, Seow divided it into five

stages. They are:9

1) Planning

Planning here is almost same with pre-writing. The students have some activities which show that they are in the beginning of the stage to write. The activities will encourage and stimulate them to start. Starting by brainstorming when the students think their ideas spontaneity then continues to cluster the idea. The students have to choose the linked detail to support the main idea. After that, the students can make a note and rapid free writing about the main idea and details. To make them easy to write in well organize, they can use wh-question to guide them about what they want to add in the details.

2) Drafting

In the drafting, the writers are focus on the fluency of writing and not bothering with the grammatical rule and the neatness of the draft. They only have to develop their idea in planning. In here, the writers have to consider about visualize and audience. In this stage, the genre of writing must clear. The purpose of writing should be emphasizing, whether the writers want to write narrative, expository, or argumentative.

3) Responding

Responding means that the first drafting will be given to the teacher or a friend, so they can read and giving some comment. The respond can be oral or written. The response can cover about grammatical, spelling, and vocabulary. Teachers may have much consideration when read their students work, they can use many rule in assessing writing, but some students maybe do not even concern about it, so it will be better if peer review involve some list in the table so every students have the same rule how to response their friends work. Yet, the students also can add some personal opinion about the writing.

9

Ann Raimes, Techniques in Teaching Writing, (New York: Oxford University Press, 1983), p. 315-319

4) Revising

When students revise, they review their texts on the basis of the feedback given in the responding stage. They reexamine what was written to see how effectively they have communicated their meanings to the reader. It is done to improve global content and the organization of idea so that the writer’s intent is made clearer to the reader.

5) Editing

In editing, the writers make the final draft of their writing. All of the aspects in writing have to consider in order to make the reader get the whole idea of the passage.

Both theory about infer the same idea, that someone who write something have to consider what they want to write first. They have to classify the idea and collect the data to support the idea. In writing, the genre and the purpose have to fit with the audience. When someone starts to write, they do not need to afraid whether their writing right or false, they only need to focus on their idea and the purpose. First writing is not the final; they have to share it with other in order to examine the weakness of their writing. if they know the weakness and the lack of it, they can rewrite it and make it as a better writing work in final.

d. Purpose of Writing

When the students do their writing, they certainly have some purposes. They have to consider the purpose of their writing since this will influence, not only to the type of text they wish to produce, but including the language they use and the information that they choose. The purpose will guide the writer to what kind of writing they want to write. In the stage in writing is clear that the beginning stage, the writers have to consider about the purpose.

David Nunan wrote in his book that written language serves a range of purposes in everyday life, including the following:

1) Primarily for action

Public signs, e.g. on roads an stations; products labels and instructions, e.g. on food, tool or toys purchased; recipes; television and radio guides; bill; menus; telephone directories; ballot papers; computer manuals, monitors and printouts.

2) Primarily for information

Newspapers (news, editorials) and current affairs magazines; hobby magazines; nonfiction books, including text books; public notes; advertisement; political pamphlets; scholastic, medical, etc. reports; guidebooks, travels literature.

3) Primarily for entertainment

Light magazine, come stripes; fiction book; poetry and drama; newspapers features; film subtitles; games, including computer

games.10

Different from Nunan, Robert have many more purpose in writing. They are:

1) Writing to understand experience

Experience is personal memory. Writer does not write to tell what happened but write to underline what the point and what the important of the experience had been occurred. Because it is writing about their own lives, so it uses first person view. Yet, although they are writing about themselves, they are also writing to share their experience with readers. Writing to understand experiences rely on thought and reflection more that on emotion and confession.

2) Writing to report information

Writing to report information is to educate the readers about a topic of which someone has some knowladge. Informative writing comes from published sounds. It is usually given in university course.

10

David Nunan, Language Teaching Methodology, (New York: Prentice Hall, 1991), p.84.

3) Writing to explain information

Explaining means we need to analyze and classify information first, examine causes and consequences, and define concept by distingushing them from other, similar ones. Explanation is an essential skill for making sense of the world around us.

4) Writing to evaluate something

Writing to evaluate requires writer to determine the nature or quality of what he/she is judging. Evaluation also means determining importance, benefit or worth.

5) Writng to analyze images

Writing to analyze images requires the ability to discern the difference between the effective and the ineffective of an image and to explain why you have made that judgment. This writing will help the reader to why some images are memorable while the others go unnoticed.

6) Writing to analyze text

Writing to analyze text is not really different from writing to analyze the images. Writing to analyze the text is aimed to analyze the certain text instead of image.

7) Writing to persuade others

This writing is aimed to persuade other people to do something you want for yourself. In persuasive writing, comparison and contrast is often used to develop a topic. Example of this kind of writing is exposition, news item, and argumentative.

8) Writing to inspire others

Writing to inspire others is aimed to make the reader cheer up or move to the case of something. It is mostly about the motivation that the readers’ need. The general example of it is biography or autobiography. It is usually about importance or influence people in the world.

9) Writing to amuse others

This writing gives opportunities for the writers to give a pleasure for the readers. We usually find the amusing text in story, especially narrative. 11

The last theory will be presented is by Micheline. There are three purpose of writing which can be abbreviated into “PIE”:

1) P: Persuade

In this era, persuasive is the tool in achieving the goal. We who live in a capitalist society are bombarded with exposure of the power of persuasion on television, radio, newspapers, magazines, snail mail, internet and the market place. This is a good opportunity to teach critical viewing skills, not to mention out the “inventors” in the class.

2) I: Inform

People sometimes do not realize just how informative they can be. Almost everyday people will ask something to someone and answer the question from someone else. Bigger than that, people who write for information usually include the important information which may help people and give knowledge to the reader.

3) E: Entertain

When we focus on entertain, the first thing that come across our mind is story. Fiction is one of genre of the story. Fiction comes from imagination and the writer will write that reflect their feeling, experience and that which they like to read. Fiction or other kind of story for example short story or even novel is amusing readers for their light reading.12

2. Guided Question

a. Definition of Guided Question

There are many definition of guided question. Charles and Rise stated that guided question is a technique for teaching which the teacher gives

11

Robert Keith Miller, Motives for Writing, (New York: McGraw-Hill, 2005), p. 609

12

Randy Stone. Best Practice for Teaching Writing: What Award-Winning Classroom, (San Fransisco: Corwin Press, 2007), P. 33-35

some questions to the students applied to a topic in teaching. The series of question is given to the students in order to make them produce their written language. They also said that asking questions about a problem or topic is a way to learn about it and decide what to do or say. It is a useful and systematic approach to explore a topic. There are several steps in using questions for invention. They are:

1) Think about your subject. It means any event, person, problem,

project, idea, or issue. In other words, anything you might write about. We usually define it as main topic of the whole writing.

2) Start with the first question, and move right through the list. Try to

answer each question at least briefly with a word or phrase. This will make the story organize well.

3) Write your responses quickly, without much planning.13 This is

because of the stage of writing. We will have time to rewrite after we revise it.

Raymond said that questions can be a way to help exploring topic in writing skill. Asking questions can be a way of playing with material before

deciding what you want to make of its shape.14 Meanwhile, John Langan

said that you can generate ideas and details by asking questions about your

subject. Such questions include Why, When, Where, Who, and How. In other

hand, Fred also said the needs to know the topic might consider using the questions. He called this method by 5Ws and the H grid. It works because the question generates and provides a wraparound understanding of the topic.15

From three definitions from the experts above, infer that the purpose of guided question is to guide the students. Guide them to write in right

13

Rise B. Axelrod and Charles R. Cooper. The ST. Martin’s Guide to Writing, (New York: ST.Martin Press, 1985), p. 475.

14

James C. Raymond. Writing is Unnatural Act, (New York: Harper & Row Publisher, 1980), p. 15-16.

15

Fred D. White, The Writer’s Art, (Los Angeles: Wadsworth Publishing Company, 1986), p. 61-62.

sequence, guide them to expand the first main idea to the other, and guide them to tell story in the right plot.

Moreover, Lois Robinson called this method by guided writing or controlled writing. He said that guide or controlled writing is writing in

which one cannot make a serious error so long as he follows directions.16 In

here, direction means the series of question that had been made by the teacher so the students have the same border to write the story. This is the same method which gives some questions about a topic which are called question paragraph, then, turning the questions into a paragraph of affirmative statements. The answer of the question can be combined into a paragraph with some improvisation from the writer.

b. Function of Guided Question

By using guided questions before doing writing activities, we can get some advantages from them. Sadley stated in his book,”… If you learn to use the question technique, you will sometimes discover not only the idea,

but also built-in ‘blueprints’ for organizing these ideas into essay”.17 By

considering that statement, using guided question will help students to write their idea organized.

In an article, entitle “Improving Writing with a Focus on Guided Question”, guided question have some function as followed:

1) Enables the teacher to tailor the teaching to the needs of the

students;

2) Facilitates the teaching and learning of individual children,

although the activities is arranged is a group

3) Activity focused on the needs of the students, the teacher is able to

observe and respond to the needs of individuals within the group;

4) Provides the teacher with the opportunity to extend and challenge

the students;

16

Lois Robinson, Guided Writing and Free Writing, (New York: Harper and Row Publisher, 1967), p. 2.

17

Dorothy Sedley. College Writer Workbook, (Ohio: Charles E. Merrill Publishing Company, 1981), p.11

5) Encourages the students to be active participants in discussions about writing;

6) Builds confidence – the students are all grappling with the same

issues;

7) Allows the teacher to give immediate feedback on success and the

opportunity to discuss further areas for improvement.18

c. Purpose of Guided Question

Based on the definition and function of guided questions above, the purposes of using guided questions are:

1) To encourage students in writing by using their own word with the

same instruction each students.

2) To make students easier organize the sentence into a paragraph and

the paragraph into a story with the right plot.

3) To build students’ confidents by ask them answer the question.

4) To facilitate the students rewrite the story they already know in the

right feature (narrative feature).

5) To ask the students to be active in class by arrange the puzzle of

story by asking and arranging the answer

6) The teacher will get the exact result about the ability of the students

by bordering their range with the questions

d. Indicator of Guided Question for Writing

There is no exact rule for using guided question in writing text, especially in writing narrative. Yet, some books had explained clear enough to say that 5W+1H is the key to write the useful information in a passage. Meanwhile, the generic structure of narrative text can be the indicator in making a series of question, because the generic structure of narrative text is included the information from the question using 5W+1H.

Using wh-question is explored by Raymond. If someone wants to write about event, the simples question can be used is: “Who?”, “What?”,

18

Primary National Strategy. Improving Writing with a Focus on Guided Writing. (Oxford: Department for children, schools, and Families, 2007)

“When?”, “Where?”, “Why?”. These are easily remembered as five Ws.

Sometimes, “How?” is added to the list.19 This statement support by

Axelrod when he said in his book that action came from method, the technique an actor used, it referred to whatever makes thing happen. Each of these points suggests a simple invention question, they are: ‘What (Action)’, ‘Who (Actor)’, ‘When and Where (Setting)’, ‘Why (Motive)’ and ‘How (Method)’.20

3. Narrative

a. Definition of Narrative

Sometimes, we could not differ between story and narrative, because these two terms is almost always refer to the same idea, but if we want to analyze it more, story is wider than narrative. Cambridge dictionary, define narrative as a story or a description of a series of events. It is almost same as Mattix’s definition of narrative as “the representation of story relates an

event or anecdote. The writer often sets the scene first, telling who or what,

when, and where.”21 Narrative is a story which has a conflict within the

event. In a narrative, it could be have one or more event which supports the plot of the story. The event in narrative usually calls as complication. Narrative is a text that tells a story and in doing so, entertains the audience.

Narrative can be presented as written or spoken text. 22

We always find a narrative from place to place even we do not relies it. Some children usually say to their mother before they sleep to tell them any story. Some show in television gathering children among an adult role and say, “tell me a story.” That situation requires them to tell a story, and majority, the story is narrative. Narrative is one of children favorite, but it does not stop the older to enjoy it. This is like what The National Strategy says,

19

Raymond. Op. cit., p.20-22

20

Cooper. Op.cit., p. 470

21

Betty Mattix Dietsch. Reasoning and Writing Well: A Rhetoric, Research Guide, Reader, and Handbook, (New York: Mc Graw Hill, 2006), p. 86

22

Mark Anderson and Kathy Anderson. Text Type in English 3, (Canbera: Mac Millan, 1998), p.3

“Narrative is central to children’s learning. They use it as a tool to help them organize their ideas and to explore new ideas and experiences. Composing stories, whether told or written, involves a set of skills and authorial knowledge but is also an essential means for children to express

themselves creatively and imaginatively.”23

These definition can be conclude that narrative is a kind of story about particular event, which have particular feature, in written or oral form with the purpose of amusing the audience.

b. Purpose of Narrative

The purpose of narrative is to amuse the reader or listener. This purpose clearly stated in Text Type in English 3 that the purpose of narrative is providing entertainment, and making the audience think about the issue, teach them a lesson, or excite their emotion. Barbara Said, “Narrative text is to entertain, to express the feelings, to inform and to

persuade the reader.”24 These is the simple one, which the entire article,

book, and other resource say the same even in different word. Moreover, considering the various genre of narrative, the purpose may be different depend on the genre itself.

Furthermore, Betty stated that there are two purposes in narrative. First is general purpose, to entertain and establish camaraderie whether the account is fiction or fact, and specific purpose, is to inform other people and the main idea, fact or event will often stated first.25

c. Kind of Narrative Story

Kind of narrative is various. It could divide into two big branch, they are fiction and nonfiction. The writer state that because even narrative is a story which commonly unreal, sometimes, the story is believed real in some

faith. More widely than two branch of narrative, it divides to:26

23

The National Strategies. Support for writing, Fiction. © Crown copyright 2008

24

Barbara Fine, Pattern for Purpose, (New York, McGraw Hill, 2003), p. 160

25

Mattix. Op. cit., p. 124

26

Anderson. Op. cit., p. 2-3

1) Legend

Legend is story about parentage of one place or one special event in a particular area. The purpose of legend is to tell someone about the origin of something and amuse them. The example is the legend of Toba Lake

2) Myth

Myth is genres of narrative which consist of fictional explanation for natural phenomena. Many cultures use myths to explain the world and its mysteries by handing them down from one generation to the next. Myths can also pass on cultural, religious or spiritual beliefs and traditions.

3) Fable

Fable is story about animal. This story present that animal have life as human, which in this story consist of moral value and message. The examples of fable are three little pig, the crocodile and deer, and the lion and the mouse.

4) Adventure

Adventure tells us the story about the journey which teaches the role some special experience. The example is the adventure of Tin Tin

5) Mystery

Mystery is one of narrative story which include a horror part and build curiosity.

6) Science Fiction

Science fiction story built its story under the development of science and technology. It means that in the story we will find some part that tells us about technology; it could be in temporary work or future.

7) Fantasy

Fantasy story is the story that happened beyond imaginary. It could be about magic and some unusual creature which much of them do not exist in the real world

8) Historical

It is like the term, history is about something happen in the past. Thus, this story include the past even about something which could be real or not.

9) Dilemma

The story plot is show as about the dilemmas of the role and maybe could influence the audience, and feel like the dilemma is real.

10) Fairy tales

We usually find it in Barbie story. The stories which include a fairy that becomes an important role in the story.

d. Element of Narrative

1) Generic structure

Generic structure of narrative can be drawn as triangle to present the correlation between one part to another,

Figure 2.1

Generic Structure Triangle Climax

Falling Action Rising Action

Resolution Exposition

The generic structure we usually know is:

a) Introduction: this part is usually mentioned the role, the place, and the

time of the story. In introduction, the reader or listener will find ‘who’, ‘where’, and ‘when’ of the story

b) Complication : complication is the beginning problem that build the

story and preface to the climax

c) Climax: climax is the summit of the problem that may occur and

happen to the character of the story.

d) Resolution: in the triangle, the resolution is placed after falling action,

when the climax start to overcome, but in some story, the resolution could be the part when the character find a problem solving in the story

e) Coda: if any coda in the story, it would show the changes of the

character and usually imply the moral value and suggestion from the story.27

2) Language use

Narrative is the stories which happen in the past. According to the rule, narrative use past tense, the pattern is:

The characteristic of narrative also use adverb of time, such as: Ones upon a time, Long ago, A hundred years ago, and so on.

B.Previous Study

There are some previous studies that dealing with the research which is conducted. These have correlation with the variable in this research.

27

Sanggam Siahaan & Kisno Shinoda, Generic Structure Text¸(Yogyakarta, Graha Ilmu, 2008), p. 73

Subject + verb II + complement Subject + was/were + complement

Nurfazriah, conducted classroom action research entitles “Improving Students’ Descriptive Writing through Guided Questions”. She conducted the research in SMPN 207 Jakarta. From her research, she get the result that guided question technique has been proven could improve students’ descriptive writing.

Post-test in first and second cycle showed that the result is higher than pre-test. 28

The second study was conducted by Iwan, from Faculty of Teacher Training and Education, Lampung University under the title “Developing the Students’ Ability in Writing Recount Text through Guiding Questions Technique at the Second Year Students of SMPN 1 Terbanggi Besar Lampung Tengah.” From his study, he found that the students’ score in writing recount text has improved by

applying guiding questions technique.29

Another study was held by Kurniawan. His research is about using pictures and guided questions in teaching descriptive text. The goal of this research is to know the students’ improvement in learning descriptive writing by using picture and guided questions. The result showed that the implementation this technique

can improve the students’ ability in writing descriptive.30

Different from the previous study, in this research the writer will focus on guided questions for narrative writing using a quasi-experimental method. By previous study above, the writer will know whether guided question also effective or not for narrative writing just like for writing description and recount.

C.Conceptual Framework

Writing as one of important skill in English. Writing is a process in telling the reader about the writers ideas which usually display in a paper or on screen in order to delivered the message and have particular purpose with some rule which have to be followed, like grammar, punctuation, spelling and so on. This skill has

28

Nurfazriah, “Improving Students’ Descriptive Writing through Guided Question”, skripsi in UIN Syarifhidayatullah, 2011, unpublished.

29

Iwan, “Developing the Students’ Ability in Writing Recount Text through Guiding Questions Technique at the Second Year Students of SMPN 1 TerbanggiBesar Lampung Tengah”, 2012, unpublished.

30

Irwan Kurniawan, “Using Picture and Guided Questions in Teaching Descriptive Writing”, Skripsi of UIN Syarif Hidayatullah Jakarta: 2009. Unpublished.

to master by the students. Yet, students find difficulties in mastering writing and teaching find difficulty in using the appropriate technique. Many techniques are used in order to make students write well. Some techniques are appropriate but some techniques are not. In order to make the students writing, especially narrative text, guided questions is used to analyze whether this technique is appropriate or not in eight grade of junior high school in MTs Pembangunan Jakarta.

Guided question is series of questions to guide students’ in writing narrative text, because by the answer from those questions, they can arrange their own words into their own story but still in right plot. Whereas, narrative is one of some texts in junior high with the purpose is to amuse the reader. By that consideration, the writer purpose two hypotheses, they are hypotheses null and hypotheses alternative.

D.Theoretical Hypothesis

Based on the problem statements that presented by the writer, the research hypothesis is stated as follows:

1. Hypothesis Alternative (Ha): there is significant effectiveness in

students’ narrative writing by using guided questions technique

2. Hypothesis Null (H0): there is no significant effectiveness in students’

CHAPTER III

METHODOLOGY

A. Place and Time

This research is conducted at MTs Pembangunan Tangerang Selatan, Jl. Ibnu Taimia IV Complex Lecturer UIN Syarif Hidayatullah Jakarta in academic year 2014/2015. The writer conducted this research for one month

and half , it began from September, 15th to October, 30th 2014.

B. Research Design

This is an experimental research; the design is depend on control and experiment class. An experimental research is one of the most powerful research methodologies that researchers can use. It is the only type of research that directly attempts to influence a particular variable, and, when properly applied, it is the best type for testing hypotheses about cause and effect relationship.

In this research the writer will conduct some step, they are:

1. Two classes will be chosen, one become control class and another one

become experiment class

2. Pre-test will be given by asking the students to write narrative text.

The writer has chosen the text entitle “Rudi and the Golden Compass”.

3. The treatment is given in experiment class by giving the students

series of question that will guide them to write narrative text organize.

4. The treatment will be conducted three times

5. After each treatment, the students will be given some explanation

about narrative –the features and characteristic.

6. Short review is given in every treatment

7. Post-test is conducted in order to know the effect of the technique in

writing narrative. Both classes will have post-test without guided questions in order to make the result more objective.

C. Population and Sample

In this research, the population and sample is clear. The population of this research is the eighth grade students at MTs Pembangunan Tangerang Selatan, academic year 2014/2015, which consist of eight class, from A to 8-H.

The writer took two classes as research sample, they are H and G. 8-G is a control class and the 8-H experiment class. There are 32 students in 8-H and 8-G, the presentation of the girls and boys is equal.

The sampling technique that used in this research is purposive sampling, because the writer chooses two classes in equal level. Both of 8-G and 8-H are bilingual classes, where both of the classes have almost same ability in English and have same number of students.

D. Method of Research

In this research, experimental study is used; this is one of quantitative research.The designed of experiment and control class by Arikunto for conducting the result, as followed:

Figure 3.1

Control group, pre-test, post-test design Where:

E : Experimental Class

K : Controlled Class

01&03 : Pre-test

X : Treatment

02&04 : Post-test.1

1

Sugiyono , Metode Penelitian Kuantitatif, Kualitatif dan R&D, (Bandung: Alfabeta, 2009), p.76

E 01 X 02

K 03 04

The pre-test, to ensure the equivalency of the control and the experiment group before conducting the treatment and a post test to see if there is any statistically significant difference of students’ ability in writing skill after using guided questions technique. The dependent variable in this study was students’ writing in narrative text whereas the independent variable was the use of guided questions technique.

E. Instrument and Technique of Collecting Data

In collecting the data, the writer made instrument and the instrument is written pre-test and post-test. According to Donald, instrument is an important device for collecting data in a research. Usually, a test is used as the instrument to measure the students` achievement in education. From a certain kind of a test, the researcher would be able to collect the data in the form of scores which could be used to identify, classify, or evaluate the test takers. He also adds that the test in a more inclusive definition is a means of measuring the knowledge,

skills, feeling, intelligence or aptitude of an individual or group.2

1. Pre-test

Pre-test in conducted before the treatment in control class. Both classes will write narrative story entitle “Rudy and The Compass”. In this pre-test, the writer would not explain anything about narrative. What students need to know is the story itself.

2. Post-test

Post-test is conducted after treatment. Both control and experiment class will write narrative entitle “The Empty Pot”. Moreover, just like in pre-test, actually every story they write, they have to know the plot so they can answer the question in each treatment in experiment class and can write the story in this post-test.

2

Donald Ari. Introduction to Research on Education, (New York: Rinehart and Winston, 2007), p. 127

F. Technique of Data Analysis

First of all, the research will do pre-test to know the basic ability of the student and to know the students writing of narrative text. After doing pre-test the writer treated them in order to analyze the effectiveness of guided questions on student’s writing of narrative text in experiment class. After conducting the treatment, the writer will give them post-test to see the significantly effect of the technique on students’ writing.

After the data is collected, the writer will analyze the normality of the data in order to make sure whether or not the data is normally distribute in this research. This normality calculation is using Lillyfors, the data was transformed into the basic value. The maximum dispute (T) got from the calculation must be in absolute value (+). The result of normality can be seen

by comparing the value of Tmax to Ttable With formula as followed:.3

Accept Ha if T > Ttable Accept Ho if T < Ttable

After get the data from pre-test and post-testand after the normality is proved, they will be analyzed and processed by using statistic calculation of the T-test formula with the significance degree 5% and 1 % and Gained Score. The result will be scored by using rubric. The T-test formula is used to calculate the differential significance made by pre-test and post-test. Moreover, gained score formula is used to calculate the degree of its effectiveness. The T-test formula is stated as follows, which X is the data from experiment class and Y is the data from control class.

1. Determining Mean with formula:

��R = the average of variables score

���′ = sum of frequency multiply the student’s score

� = number of students

3

Susetyo budy. Statistika Untuk Analisis Data dan Penelitia, ( Bandung: PT Refika Aditama, 2010), p. 148

�

�

=

�

�

+

�

�

∑ ��

′

� �

2. Determining Standard Deviation score with formula:

��� = standard deviation of gained score

∑ ��′2 _{= sum of squared gained score}

∑ ��′ _{= sum of gained score}

� = number of students

3. Determining of Standard Error mean with formula:

���� = standard error mean of gained score

��� = standard deviation of gained score

� = number of students

4. Determining Standard Error Mean of variable X and variable Y with

formula:

5. Determining t-observation (t0) with the formula:

6. Determining t-table in significant level 5% and 1% with degree of freedom

(df), with formula:

�� = (�1 +�2)−2

�� = degree of freedom

� = number of students

���=��∑ �� ′2

� − �

∑ ��′ � �

2

���� = ���

√� −1

���1�2= ����1+���2

��= _���1−�2 �1− ���2

G. Statistical Hypothesis Ho: to < tt

Ha: to > tt

If to < tt : The alternative hypothesis (Ha) is rejected, and null

hypothesis (Ho) is accepted. It means that there is no effect and significant

difference between the result after teaching narrative writing by using guided questions and without using guided questions at the eighth grade students of MTs Pembangunan UIN Jakarta

If to > tt : The alternative hypothesis (Ha) is accepted, and null

hypothesis (Ho) is rejected. It means that there is an effect and significant

difference between the result after teaching narrative writing by using guided questions and without using guided questions at the eighth grade students of MTs Pembangunan UIN Jakarta

A. Data Description

After the research is held in MTs Pembangunan UIN Jakarta, the score of test-both pre-test and post-test- is ready to analyze. The pre-test is given to the student before the treatment in experiment class is held. Then, the post-test is given after three times treatment in the same class. Moreover, the writer also takes pre-test and post-test score from control class without any treatment.

The result of pre-test and post-test both experiment and control class are shown in the table below:

Table 4.1

The Students’ Score of Experiment Class

Students Pre-test Post-test Gained (x)

1 67 88 21

2 71 93 22

3 75 94 19

4 75 87 12

5 50 95 45

6 70 77 7

7 48 85 37

8 67 89 22

9 47 72 25

10 66 83 17

11 70 91 21

12 73 98 25

13 52 91 39

14 73 96 23

15 70 89 19

16 72 93 21

17 48 73 25

18 70 90 20

19 74 82 8

20 66 74 8

21 48 94 46

22 68 73 5

23 73 88 15

24 78 85 7

25 64 88 24

26 71 89 18

27 73 95 22

28 61 81 20

29 55 87 32

30 67 72 5

31 49 79 30

32 73 87 14

∑ � = 2017 ∑ �= 2670 ∑ �= 674

��= 65.13 ��= 86.19 ��= 21.06

From the table above, the average of post-test in experiment class is much higher than in pre-test. Every student got gain value more than 5. The higher gain value is 46. This result can be compared with the result of control class bellow.

Table 4.2

The Students’ Score of Control class

Students Pre-test Post-test Gained (y)

1 55 62 7

2 56 63 7

3 78 80 2

4 72 74 2

5 64 72 8

6 70 76 6

7 45 51 6

8 66 72 6

9 69 73 4

10 51 61 10

11 56 71 15

12 73 78 5

13 60 71 11

14 72 73 1

15 51 64 13

16 50 64 14

17 56 66 10

18 53 64 11

19 74 79 5

20 66 80 14

21 61 66 5

22 72 73 1

23 75 76 1

25 57 63 6

26 65 68 3

27 64 71 7

28 48 62 14

29 58 63 5

30 72 76 4

31 66 71 5

32 69 78 9

∑ �= 2019 ∑ �= 2242 ∑ �= 218

�� = 63.09 ��= 70.06 �� = 6.81

From the table of experiment and control class’ pre-test and post-test result, we can conclude that there is significant effect of using guided question in experimental class. The average of pre-test in control class and the average of pre-test in experimental class have not much difference which experiment is 65,13 and control class is 63,09. It shows that there is not much difference in students’ understanding about narrative writing at the beginning. They almost have same basic ability about it.

Then, in the post-test, the average in experiment class is increase significantly, which is 86,19. The lowest score of experiment class in pre-test is 48 when the highest score is 78. The lowest score of experimental class in post-test is 72 when the highest score is 98.

Comparing with experiment class, control class which did not give any treatment, the average score of post-test is 70,06. The lowest score of control class in pre-test is 48 when the highest score is 78. The lowest score of control class in post-test is 51 when the highest score is 80.

Then, by seeing the KKM (75) in both classes, the experiment class has more students who get higher than KKM compared with controlled class.

Tabel 4.3

The comparision of Experiment and Control Class

Students x y X Y X2 Y2

1 21 7 -0.06 0.19 0.00 0.04

2 22 7 0.94 0.19 0.88 0.04

3 19 2 -2.06 -4.81 4.25 23.16

4 12 2 -9.06 -4.81 82.13 23.16

5 45 8 23.94 1.19 573.00 1.41

6 7 6 -14.06 -0.81 197.75 0.66

7 37 6 15.94 -0.81 254.00 0.66

8 22 6 0.94 -0.81 0.88 0.66

9 25 4 3.94 -2.81 15.50 7.91

10 17 10 -4.06 3.19 16.50 10.16

11 21 15 -0.06 8.19 0.00 67.04

12 25 5 3.94 -1.81 15.50 3.29

13 39 11 17.94 4.19 321.75 17.54

14 23 1 1.94 -5.81 3.75 33.79

15 19 13 -2.06 6.19 4.25 38.29

16 21 14 -0.06 7.19 0.00 51.66

17 25 10 3.94 3.19 15.50 10.16

18 20 11 -1.06 4.19 1.13 17.54

19 8 5 -13.06 -1.81 170.63 3.29

20 8 14 -13.06 7.19 170.63 51.66

21 46 5 24.94 -1.81 621.88 3.29

22 5 1 -16.06 -5.81 258.00 33.79

23 15 1 -6.06 -5.81 36.75 33.79

25 24 6 2.94 -0.81 8.63 0.66

26 18 3 -3.06 -3.81 9.38 14.54

27 22 7 0.94 0.19 0.88 0.04

28 20 14 -1.06 7.19 1.13 51.66

29 32 5 10.94 -1.81 119.63 3.29

30 5 4 -16.06 -2.81 258.00 7.91

31 30 5 8.94 -1.81 79.88 3.29

32 14 9 -7.06 2.19 49.88 4.79

∑ �= 674 ∑ �= 218 ∑ � = 0 ∑ � = 0 ∑ ��=3489.88 ∑ ��= 552.88

�� =21.06 �� =6.81

Comparing gain value in table above, experiment class got higher gain value, it is between 5 to 46 where in control class got gain value between 1 to 15. The average data of gain value of experiment class also higher than in control class, where in experiment class got 21,06 and in control class got 6,81.

B. Normality of the Data

Before analyzing the data, to prove the hypothesis and interpreting the data, the writer had to analyze the normality of the data. This analysis is used to see whether the data of the research has been normally distributed or not. When it is normally distributed, it means the data is normal and can represent the population. Because of the object of this study belongs to little sample, it is recomended using Lillyfors. In this formula, the data was transformed into the basic value. The maximum dispute (T) got from the calculation must be in absolute value (+). The result of normality can be seen by comparing the value of Tmax to Ttable.

1. Normality of pre-test in Experiment Class Hypotheses

Ho = Data of X is normally distributed

H1 = Data of X is not normally distributed

Criteria of the test:

In the significant degree of 0,05, the value in the table of Lilyfors shows: T(0,05)(32) = 0, 157

H0 = T < 0,157 H1 = T > 0,157

The result showed that Tmax < Ttable (0,152 < 0,157), it means that the data is normally distributed.

Table 4.4

Calculation of Pre-test Normality in Experimental Class

xi f fx x2 fx2 p=f/n z=(xi-M)/s Φ Σp T=Φ-Σp

47 1 47 2209 2209 0.03 -1.666 0.048 0.031 0.017

48 3 144 2304 6912 0.09 -1.564 0.059 0.125 -0.066

49 1 49 2401 2401 0.03 -1.462 0.072 0.156 -0.084

50 1 50 2500 2500 0.03 -1.360 0.087 0.188 -0.101

52 1 52 2704 2704 0.03 -1.156 0.124 0.219 -0.095

55 1 55 3025 3025 0.03 -0.850 0.198 0.250 -0.052

61 1 61 3721 3721 0.03 -0.238 0.406 0.281 0.125

64 1 64 4096 4096 0.03 0.068 0.527 0.313 0.152

66 2 132 4356 8712 0.06 0.272 0.607 0.375 0.132

67 3 201 4489 13467 0.09 0.374 0.646 0.469 0.117

68 1 68 4624 4624 0.03 0.476 0.683 0.500 0.113

71 2 142 5041 10082 0.06 0.782 0.783 0.688 0.095

72 1 72 5184 5184 0.03 0.884 0.812 0.719 0.093

73 5 365 5329 26645 0.16 0.986 0.838 0.719 0.119

74 1 74 5476 5476 0.03 1.088 0.862 0.906 -0.045

75 2 150 5625 11250 0.06 1.190 0.883 0.969 -0.086

78 1 78 6084 6084 0.03 1.496 0.933 1 -0.067

1140 32 2084 74068 138692 1 0.152

63.333 115.778 4114.889 7705.111

�2 ₌ ∑ ��2

� − � ∑ ��

� �

2

=138692 32 − �

2084 32 �

2

= 4334.1−[65,1]2 = 4334.1−4238.01

= 96.09 = √96.09

= 9.8

S = 9.8

S2 = 96.09

M = 63.3

Tmax = 0.152

2. Normality of post-test in Experiment Class Hypotheses

Ho = Data of X is normally distributed

H1 = Data of X is not normally distributed

Criteria of the test:

In the significant degree of 0,05, the value in the table of Lilyfors shows: T(0,05)(32) = 0, 157

H0 = T < 0,157 H1 = T > 0,157

The result showed that Tmax < Ttable (0,091 < 0,157), it means that the data is normally distributed.

Table 4.5

Calculation of Post-test Normality in Experimental Class

xi f fx x2 fx2 p=f/n z=(xi-M)/s Φ Σp T=Φ-Σp

72 2 144 5184 10368 0.063 -1.843 0.033 0.063 -0.030

73 2 146 5329 10658 0.063 -1.707 0.044 0.125 0.081

74 1 74 5476 5476 0.031 -1.572 0.058 0.156 -0.098

77 1 77 5929 5929 0.031 -1.167 0.122 0.188 0.066

79 1 79 6241 6241 0.031 -0.896 0.185 0.219 -0.034

81 1 81 6561 6561 0.031 -0.626 0.266 0.250 -0.016

82 1 82 6724 6724 0.031 -0.491 0.312 0.281 0.031

83 1 83 6889 6889 0.031 -0.356 0.361 0.313 -0.049

85 2 170 7225 14450 0.063 -0.085 0.466 0.375 0.091

87 3 261 7569 22707 0.094 0.185 0.573 0.469 -0.105

88 3 264 7744 23232 0.094 0.320 0.626 0.563 0.063

89 2 178 7921 15842 0.063 0.455 0.676 0.625 -0.051

90 1 90 8100 8100 0.031 0.590 0.723 0.656 0.066

91 2 182 8281 16562 0.063 0.726 0.766 0.719 -0.047

93 2 186 8649 17298 0.063 0.996 0.840 0.781 0.059

94 2 188 8836 17672 0.063 1.131 0.871 0.844 -0.027

96 1 96 9216 9216 0.031 1.402 0.919 0.938 0.018

98 2 196 9604 19208 0.063 1.672 0.953 1 -0.047

1627 32 2767 140503 241183 1 0.091

85.63 145.63 7394.89 12693.84

�2 ₌ ∑ ��2

� − � ∑ ��

� �

2

=241183 32 − �

2767 32 �

2

= 7536.98−[86.5]2 = 7536.98−7482.25

= 54.73 = √54.73

= 7,4

S = 7.4

S2 = 54.73

M = 85.6

Tmax = 0,091

Ttable = 0.157

3. Normality of pre-test in Control Class

Hypotheses

Ho = Data of X is normally distributed

H1 = Data of X is not normally distributed

Criteria of the test:

In the significant degree of 0,05, the value in the table of Lilyfors shows: T(0,05)(32) = 0, 157

H0 = T < 0,157 H1 = T > 0,157

The result showed that Tmax < Ttable (0.104 < 0.157), it means that the data is normally distributed.

Table 4.6

Calculation of Pre-test Normality in Control Class

xi f fx x2 fx2 p=f/n z=(xi-M)/s Φ Σp T=Φ-Σp

45 1 45 2025 2025 0.031 -1.884 0.030 0.031 -0.001

48 1 48 2304 2304 0.031 -1.549 0.061 0.063 -0.002

50 1 50 2500 2500 0.031 -1.326 0.092 0.094 -0.001

51 2 102 2601 5202 0.063 -1.215 0.112 0.156 -0.044

53 1 53 2809 2809 0.031 -0.992 0.161 0.188 -0.027

55 1 55 3025 3025 0.031 -0.769 0.221 0.219 0.002

56 3 168 3136 9408 0.094 -0.658 0.255 0.313 -0.057

57 1 57 3249 3249 0.031 -0.546 0.292 0.344 -0.051

58 1 58 3364 3364 0.031 -0.435 0.332 0.375 -0.043

60 1 60 3600 3600 0.031 -0.212 0.416 0.406 0.010

61 1 61 3721 3721 0.031 -0.101 0.460 0.438 0.022

64 2 128 4096 8192 0.063 0.233 0.592 0.500 0.092

65 1 65 4225 4225 0.031 0.345 0.635 0.531 0.104

66 3 198 4356 13068 0.094 0.456 0.676 0.625 0.051

69 2 138 4761 9522 0.063 0.791 0.785 0.688 0.098

70 1 70 4900 4900 0.031 0.902 0.816 0.719 0.098

72 4 288 5184 20736 0.125 1.125 0.870 0.844 0.026

73 1 73 5329 5329 0.031 1.236 0.892 0.875 0.017

74 1 74 5476 5476 0.031 1.348 0.911 0.906 0.005

75 2 150 5625 11250 0.063 1.459 0.928 0.969 -0.041

78 1 78 6084 6084 0.031 1.793 0.964 1 -0.036

1300 32 2019 82370 129989 1 0.104

61.90 96.14 3922.38 6190

�2 ₌ ∑ ��2

� − � ∑ ��

� �

2

=129989 32 − �

2019 32 �

2

= 4062.16−3981.61 = 80.55

= √80.55 = 8.97

S = 8.97

S2 = 80.55

M = 61.9

Tmax = 0.104

Ttable = 0.157

4. Normality of post-test in Control Class

Hypotheses

Ho = Data of X is normally distributed

H1 = Data of X is not normally distributed

Criteria of the test:

In the significant degree of 0,05, the value in the table of Lilyfors shows: T(0,05)(32) = 0, 157

H0 = T < 0,157 H1 = T > 0,157

The result showed that Tmax < Ttable (0,109 < 0,157), it means that the data is normally distributed.

Table 4.7

Calculation of Post-test Normality in Control Class

xi f fx x2 fx2 p=f/n z=(xi-M)/s Φ Σp T=Φ-Σp

51 1 51 2601 2601 0.031 -2.686 0.004 0.031 -0.028

61 1 61 3721 3721 0.031 -1.210 0.113 0.063 0.051

62 2 124 3844 7688 0.063 -1.063 0.144 0.125 0.019

63 3 189 3969 11907 0.094 -0.915 0.180 0.219 -0.039

66 2 132 4356 8712 0.063 -0.472 0.318 0.375 -0.057

68 1 68 4624 4624 0.031 -0.177 0.430 0.406 0.023

71 4 284 5041 20164 0.125 0.266 0.605 0.406 0.109

72 2 144 5184 10368 0.063 0.413 0.660 0.594 0.067

73 3 219 5329 15987 0.094 0.561 0.713 0.688 0.025

74 1 74 5476 5476 0.031 0.708 0.761 0.719 0.042

76 4 304 5776 23104 0.125 1.004 0.842 0.844 -0.002

78 2 156 6084 12168 0.063 1.299 0.903 0.906 -0.003

79 1 79 6241 6241 0.031 1.447 0.926 0.938 -0.012

80 2 160 6400 12800 0.063 1.594 0.945 1 -0.055

1038 32 2237 72742 157849 1 0.109

69.2 149.13 4849.5 10523.3

�2 ₌ ∑ ��2

� − � ∑ ��

� �

2

=157849 32 − �

2237 32 �

2

= 4932.78−[69.9]2 = 4932.78−4886.88

= 45,9 = √45.9

= 6.8

S = 6.8

S2 = 45.9

M = 69.2

Tmax = 0.109

∑ � � =

674

32 =��,��

∑ � � =

218

32 =�,��

From the result of statistical calculation, it can be seen that both of pre-test and post-test in both experiment and control class is normally distributed because the result of T-table is bigger than T-max. If the data is normal, the sample is also normally distributed for the research.

C. Data Analysis

After comparing the score between experiment class (8-H) and control class (8-G), the writer made an analysis of data from the result. Afterwards, the writer calculated them based on the step of the t-test formula, as follow:

1. Determining Mean X

Mean variable X=

2. Determining Mean Y

Mean variable Y =

3. Determining of Standard Deviation of variable X

4. Determining of Standard Deviation of variable Y

5. Determining Standard of Error Mean of variable X

���= �∑ �

2

� = � ����.��

�� =√���.��= 10,44

���= �∑ �

2

� = � ���.��

�� =√��,��= 4,16

���� = ��� √� −1=

10,44 √32−1=

10,44 √31 =

10,44

����= ��� √� −1=

4,16 √32−1=

4,16 √31 =

4,16

5,57=�,��

= �3,49 + 0,56

= �4,05

= 2,01

����− ���� = �����2+����2 = �1,872+ 0,752

6. Determining Standard of Error Mean of variable Y

7. Determining Standard of Error Mean difference of Mx dan My

8. Determining to :

9. Determining t-table in significant level 5% and 1% with df

�� = (�1 +�2−2) = 32 + 32−2 = ��

At the degree of significant of 5% = 1.7 At the degree of significant of 1% = 2.4

10. The comparison between t-score with t-table

t-score = 1.7<7,09>2.4 �� = _�����− ��

�− ����=

21,06−6,81 2,01 =

14,25

D. The Testing of Hypothesis

The research was held to answer the question wheter using guided questions in MTs Pembangunan UIN Jakarta is effective in teaching students’ writing of narrative text at the eighth grade. In order to answer the question about it, the

writer make two hypothesis, the Alternative Hypothesis (Ha) and Null

Hypothesis (H0) were proposed as follows:

1. Null Hypothesis (H0) : guided question is not effective in teaching students’

writing of narrative text.

2. Alternative Hypothesis (Ha): guided question is effective in teaching students’

writing of narrative text

To prove the hypothesis, the obtained data from experiment class and control

class were calculated by using ttest formula with assumption as follows:

1. If to≤ R ttable in significant degree of 1%, the Null Hypothesis (H0) is accepted

and the Hypothesis Alternative (Ha) is rejected. Moreover, in significant

degree of 5% is to support the significant degree of 1% and make sure that the

H0 is accepted. It means that there is no significant effect of guided questions

on students writing of narrative text.

2. If to≥R ttable in significant degree of 1%, the Null Hypothesis (H0) is rejected

and the Hypothesis Alternative (Ha) is accepted. Furthermore, in significant

degree of 5% is to support the significant degree of 1% and make sure that the

Ha is accepted. It means that there is significant effect of guided questions on

students’ writing of narrative text.

The hypothesis criteria above states that: if to > tt = Ha is accepted and H0 is rejected, and if t0 < tt = Ha is rejected and H0 is accepted. Where:

Ha = Hypothesis Alternative

H0 = Null Hypothesis

to = t observation

The result of the statistic calculation indicates that the value of t0 is 7,09

which is higher that t-table (tt) at significance level 5% = 1,7 and t-table (tt) at

significance level 1% 2,4 it means that the Null Hypothesis (H0) is rejected and

the Hypothesis Alternative (Ha) is accepted.

E. Data Interpretation

From the data above, seeing by the Mx in post-test of experiment class that

higher than My in post-test of control class, 86.19>70.06, is already prove that

the technique in this research is effective. Furthermore, in testing of hypothesis, the result indicate that Hypothesis Alternative is accepted, it means that there is significant effect in using guided questions in teaching students’ narrative writing, especially for eighth grade students of MTs Pembangunan Jakarta.

Teaching learning process in eighth grade is purposed to make students write narrative story in well organized and well grammatically. The data had shown that with guided questions, students can write in better structure and grammatically. This result could be the consideration in English language teaching which require students to write in particular rule such as the generic structure of narrative text. By this consideration, this technique can be applied in English language teaching.

This final result, answer the question whether guided questions effective or not in teaching narrative writing. This is related to the title of the research, “The Effectiveness of Guided Questions in Teaching Students’ Narrative Writing”.

A. Conclusion

From the result in the previous chapters, some points can be concluded as follows:

1. The average score of the students who were taught writing by using

guided questions technique in experiment class is better than the control class

2. The t-test level significant 5% and 1% shows that t- obtained value is

much higher than t– table value, so there is a significant effect in the students` achievement between those who were taught narrative writing by using guided questions and those who were taught narrative writing without using guided questions.

It means that using guided questions technique in teaching narrative writing to eighth year students of MTs Pembangunan UIN Jakarta academic year 2014/2015 is effective.

B. Suggestion

Referring to result of the study, the writer suggests that this technique is considered in improving the students` ability in writing narrative text

because give an advantage for some role in educational side.

1. The Teacher

The teacher is expected to know that guided questions are one of some technique which has good effect in students’ writing. It is important because technique may influence the result of students` achievement on learning.