THE IMPLEMENTATION OF GUIDING QUESTIONS TECHNIQUE IN TEACHING RECOUNT TEXT WRITING AT SECOND YEAR STUDENTS OF SMP NEGERI 2 SUKADANA LAMPUNG TIMUR

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ABSTRACT

THE 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)

By

Tri Haryono

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.

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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.

CHAPTER I INTRODUCTION

This chapter discusses certain points; introduction deals with background of the problem, formulation of the problems, objectives of the research, uses of the research, scope of the research, and definition of terms clarified like the following.

1.1 Background of the Problem

In Indonesia, English has become a compulsory subject that is taught and learnt at some elementary schools up to university. School Based Curriculum/ Kurikulum Tingkat Satuan Pendidikan (Depdiknas: 2006), which is applied by government for all schools in Indonesia, lead the students to have real-life skills; listening, speaking, reading and writing. Those skills are classified into two categories; receptive and productive skills. Listening and reading belong to receptive skills. Meanwhile, writing and speaking belong to productive skills. Based on KTSP (Kurikulum Tingkat Satuan Pendidikan), those skills must be mastered by the students because the objectives of teaching English at school are to make the students able to communicate in English fluently and communicatively both in written and spoken form.

According to KTSP, the goal of teaching learning at Junior High School is that the students must be able to develop communicative competence in written form as well as in spoken form to achieve functional literacy level. They are expected to be able to communicate both in spoken and written form to solve problems in their daily lives. In the curriculum, the English material is taught based on the texts. There are some genres or types of text, namely; descriptive, procedure, narrative, recount, and report text.

Based on the curriculum, the materials for the second grade of junior high school are narrative and recount text. The English teacher of SMPN 2 Sukadana

Lampung Timur informed that the students’ ability in writing is still far from the expectation of the curriculum. Based on the information, then the researcher did pre-observation. It was done when the students were at the 1st semester of the 2nd grade. At that time, the students were asked to write their last experience based on the characteristic or generic structure of recount text that is sequence events. But, some of them just made the list of events; they didn’t develop it into a good paragraph. Moreover, some students still had difficulty in language use based on the generic structure of recount text, especially in transforming irregular verb into past form. Those problems indicated that the students lack not only in

understanding the text but also in mastering the aspects of writing.

According to Jacobs (1981: 90), there are five aspects of writing; Content, Organization, Vocabulary, Grammar/ Language use, and Mechanic. This also means that the writer or students should be able to compose and integrate

information through components of linguistic logically, e.g., constructing words into phrase, then into clause, and complete sentence containing certain ideas arranged in logical order, developing one idea in a paragraph, using correct language use or grammar based on the purpose of the text, and using punctuation and capitalization, so the reader can easily understand the meaning of the text.

Based on the pre-observation, it was found that the students still had low writing ability measured by those five aspects of writing, especially in recount text writing. It also supported by the result of pre-test, the students’ average score in writing was 50.08. Meanwhile, the minimum standard score of that school is 60. It means that the score of the students’ writing was still unsatisfactory.

Table 1.1 Students’ writing score in pre-test

Number of students Score Percentage 29

11

< 60 > 60

72.50% 27.50%

From the pre observation, it was assumed that the cause of the students’ low ability in writing is the inappropriateness of the teaching technique used by the teacher.

It was found out that when the teacher was explaining the lesson, the students did not concentrate in the lesson. Those who kept concentrating were only the

students who sat near the teacher; meanwhile, the other students were busy with their activities which were not relevant to the learning material, like drawing, chatting etc. In addition, when the teacher asked the students to tell the generic

structure of the text, the students who answered the question here only those who were the clever ones. Others only kept silent and became good viewers without participating at all. The researcher assumed that the students’ passiveness during teaching learning process might be caused by some assumptions. Firstly, they never get writing exercises (Juwitasari 2005:2). Secondly, the students do not know the specific technique that can guide them in developing their ideas (Juniarsih 2008:65). And thirdly, many English teacher still teach writing in conventional way and seldom use media and technique in teaching source text for writing skills (Noprianto 2007:59). By seeing that fact, the researcher thinks that the teacher must provide an activity that makes all students involve in the teaching and learning process, especially the activity that can stimulate the students to write.

In order to solve the problem which happened at the 2nd grade students class VIII.2 of SMPN 2 Sukadana Lampung Timur, a classroom action research using guiding question technique was implemented to improve the students’ writing ability. Paulston (1976:205) stated that guided writing means the use of certain control in pattern drills in which the students are helped to produce a correct composition. Then, Bramer and Sedley (1981:24) said that asking then answering the questions is good method to discover details of experience. It is also one of the best ways to discover ideas; it is useful in narrowing down a broad subject to a manageable topic and in discovering what to say about the topic. Raimes

freedom in structuring sentences. Carefully constructed questions will produce a coherent text.

Iwan (2010) conducting research at SMPN 1 Terbanggi Besar Central Lampung explored how guiding questions could develop the students’ ability in writing. He found that after being taught by using guiding questions in class experimental increased from 53.90 up to 69. 96. This result of research proves that this technique can help the students improve their writing ability. Therefore, the researcher will use this technique to teach writing recount text.

The researcher chose the class VIII.2 as the subject of the research because the students of that class had low ability in writing compared with the other classes. Based on table 1.1, less than 50% students of that class passed the minimum standard score, which was 60. The researcher decided to use minimum standard score of that school as passing score in this research. Hopefully, by conducting classroom action research would bring improvement not only on the students’ writing ability but also the students’ activities in the classroom.

1.2 Research Question

In reference to the background, the researcher comes to the questions as follows; - How can the implementation of guiding questions technique improve

students’ recount writing ability at second year class VIII.2 of SMPN 2 Sukadana Lampung Timur?

- How can the implementation of guiding questions technique improve students’ participation during the teaching and learning process?

1.3 Objective of the Research

In relation to the research questions above, the objective of the classroom action research are to find out how:

- The implementation of guiding questions technique can improve students’ recount writing ability at second year class VIII.2 of SMPN 2 Sukadana Lampung Timur.

- The implementation of guiding questions technique can improve students’ participation during the teaching and learning process.

1.4 Uses of the research

1. Practically

The result of this research can be used as consideration for the English teacher to use guiding questions as a technique in teaching.

2. Theoretically

The result of this research is expected to confirm and complete the previous theories about guiding questions technique and teaching of writing.

1.5 Scope of the research

The focus of this study was on students’ recount text writing which was treated by guiding questions technique. The subject of the study was class VIII.2 at SMPN 2

Sukadana Lampung Timur. The reason of choosing this class was due to the fact that they have been introduced to recount text in the previous semester. Here, the students were given a sample of recount text. Then teacher made some questions relating to the text. By using the questions, the teacher guided the students to understand the social functions, generic structure of the text and writing aspects or components; content, organization, vocabulary, language use or grammar and mechanics.

1.6 Definition of Terms

1. Text

Text is a group of meaningful words, clauses and sentences in oral or written form.

2. Recount text

Recount text is a text that describes sequence events that happened in the past, it focuses on time-order and subject of the story. For example, personal experience. 3. Writing

Writing is a skill in which we express ideas feelings, and thoughts, which are arranged in words, sentences, and paragraphs. It needs the ability to arrange ideas in included composition, they are: vocabulary, grammar, syntax, mechanics, and organization.

4. Guiding Question Technique

Guiding Questions Technique is an activity which the students are guided to express their ideas into the written form by giving them some questions relating to the topic which is going to be written by the students.

CHAPTER II FRAME OF THEORIES

This chapter provides explanation related theories used in this study, such as concept of writing, teaching of writing, types of writing, aspects of writing, text, recount text, concept of guiding writing, guided writing in the form of guiding questions, relation between recount text writing and guiding questions, teaching recount text through guiding questions, procedures, advantages and disadvantages teaching writing recount text through guiding questions, and classroom action research.

2.1Concept of Writing

Many experts point out that writing is an activity, which is done by a person to express their ideas clearly in written form to an intended audience. A writing process that a person does, not only involve the ability to write correct and appropriate sentence, the ability to use punctuation, commas, spelling and soon, but the ability to think creatively excluding all information which is not necessary. It means writing is not easy. It is difficult since there are many things we have to deal with to produce a piece of writing. Therefore, the writing process will be better if it involves the writers in writing.

Linderman (1982:11) states that writing is a process of communication which is used a conventional graphic system to convey a message to readers. In this process, in order to have skill of writing, one should know the steps of arranging letters, words, sentences, paragraphs by using knowledge of structure and some other related to elements. In addition, Linderman (1982:27) also defines that writing is process of communication which conveys the meaning to the reader or receiver.

According to Tarigan (1987:7), writing skill that is used for indirect

communication. The students can communicate their ideas and thoughts to others trough a written form such as a letter, message, or invitation for communication. From this statement, it can be inferred that writing refers to a process its activities are not produced immediately.

In brief, it can be said that writing is important means of indirect communication. This is because writing needs process; it cannot be produced immediately

Based on the statements above, in writing process, the students not only should practice but also follow the class activities, such as making composition or making a note. In short, writing is one of the ways to express the thoughts.

2.2Teaching of Writing

Cohen (1990:103) mentions several purposes for writing in the classroom, among others, are:

a) To have the learner imitate some model of writing by, for example, copying a series of sentences. Particularly at early stages of language learning, this may give learners a sense how to write the language. At more advanced stages, imitation would be intended to help learners become familiar with certain grammatical and stylistic forms.

b) To train the learner in the use and manipulation of linguistic and rhetorical forms. A teacher or textbook may have a series of sentences for the learners to complete or generate as a way of practicing writing skills, e.g. the learners may have to transform a series of sentences from present tense to past tense, or from statements into questions.

c) To reinforce some material that has already been learnt, e.g. the students are asked to write a summary of an article they had read. This task may help the students to solidify their initial learning of the vocabulary.

d) To improve the learner’s writing fluency. The purpose would be to engage in writing without worrying about accuracy of language form.

e) To create authentic communication. Ultimately, the writing is intended to impart new information to somebody else, with the assumption being that the writer really wants to impart that information and that the reader is genuinely interested in receiving it.

In relation to teaching writing, Harmer (1984:40) points out that there is certain particular consideration that needs to be taken into account such as sentence organization, paragraph arrangement, and coherence. Teaching writing means that teaching writing requires the elements of writing skills including grammar,

sentence organization, vocabulary and mechanic (Madsen, 1989:120). In other words, teaching writing guides the students not only to write sentence in

paragraph but also to organize ideas in written form. Thus, they can organize their ideas into written form effectively. Then the teacher must guide the students to be able to express their skills of writing well.

Furthermore, Raimes (1987: 76) says writing is a skill in which we express ideas, feeling, and thoughts which are arranged in words, sentence, and paragraph using

eyes, brain, and hand. Thus, writing is the ability to express the writer’s ideas in

written form as a means of communication. In writing activity, writer can be said to be successful if the writing contains the necessary aspects of writing. It means

teaching writing is very important in order to build students’ language skills. A

writing teacher should have known what problems, faced by students along the process of writing. So, he or she can search the appropriate way to overcome the writing problem in writing class.

In addition, Arropof (1989:129) states that learning to write does not just learning to use orthographic symbol, but primarily how to select and organize experience according to certain purposes. It follows that teaching to write is different in every important way from teaching to speak to teaching to use grammar. Purposeful selection and organization or experiences require active thought.

Another important thing to consider is that the students should exercises themselves to practice their writing in order to become accustomed to writing

correct recount text. In practicing their writing, they have to follow the steps to make their writing more effective. Besides, feedback or correction is one of the important things in the procedures of writing.

According to Edelsein and Pival (1988; 11) there are three steps of writing. These steps are used to make the writing more effective, they are:

1) Pre-writing refers to selecting the general subject, restricts the subject, generates the ideas and organizes the ideas.

2) Writing denotes to setting on the paper the ideas in her or his mind into words, sentences, paragraphs.

3) Re-writing concerns with evaluating her or his writing, deals mainly with: a. Correcting the content of form.

b. Correcting the vocabularies, punctuation, and grammar. c. Correcting writing errors, word duplications and omission.

In conclusion, teaching writing is an effort of the language teacher to build

students’ ability about writing using various media and techniques in the hopes that it can stimulate their ideas to appear. In pre-writing, it requires us to choose what is our topic or information to be written in our writing, writing of drafting which require us to make use of the information we have gathered in the first step and to recognize the information in sentences, and the last is re-writing which deals with the correction of what we have written in the draft in order to make our writing good and communicative. Teaching writing is not such easy task; the teacher should be able to guide his or her students to pour out their ideas orderly

in written form by considering the elements of writing. Teaching also forces the teacher to be more creative in finding the teaching or effective material for writing class.

2.3Types of Writing

According to Kytles (1974:27), there are four types of writing, they are as follows: 1. Descriptive text of writing

It is used to make the reader see, describe a verbal picture. Here, he describes his impression of an object or an event into words.

2. Narrative type of writing

It is used to relate sequential events and person frequently is involved in the events.

3. Explanatory type of writing

It is used to explain something to the reader, often in explanatory writing, the writer breaks the ideas into its parts of component.

4. Argumentative type of writing

It is used to convince the reader, i.e. the writer tries to persuade the reader logically as either describes, narrates or explains appropriate details to the reader.

The explanation above is also supported by KTSP (2006). The students are expected to learn English from various types of the text, it means that students have to deal with many texts, for example descriptive text, recount text,

explanatory text, discussion text and narrative text. Considering students’ level of this research, this research only focuses on recount text.

2.4Aspects of Writing

Arropof (1989:129) states that learning to write does not just learning to use orthographic symbol, but primarily how to select and organize experience according to certain purposes. In addition, Jacob et al (1981:90) states that there are five aspects of writing. Those aspects are:

1. Content refers to substance of writing, the experience of the main idea (unity), i.e., groups of related statements that a writer presents as unit in developing a subject. Content paragraph do the work of conveying ideas rather than fulfilling special function of transition, restatement, and emphasis.

2. Organization refers to the logical organization of the content (coherence). It contains sentences that are logically arranged and flow smoothly. Logical arrangement refers to the order of the sentences and idea. 3. Vocabulary refers to the selection of words those are suitable with the

content. It begins with the assumption that the writer want to express the ideas as clearly and directly as he can. As a general rule, clarity should be his prime objective. Choosing words that express his meaning is precisely rather than skew it or blur it.

4. Language use refers to the use of the correct grammatical and syntactic pattern on separating, combining, and grouping ideas in words, phrases,

clauses, and sentences to bring out logical relationships in paragraph writing.

5. Mechanic refers to the use graphic conventional of the language, i.e., the steps of arranging letters, words sentences, paragraphs by using

knowledge of structure and some others related to one other.

However, Harris (1979:68-69) states that writing contains five components, namely:

1. Content is the substance of writing; the expression of the main idea (unity).

2. Form is related to the logical organization of the content (coherence). 3. Grammar is related to the usage of the correct grammatical form and

syntactic patterns.

4. Style is related to the choice of structure and lexical items to give a particular tone or flavor to the writing.

5. Mechanics is concerned with the use of graphic convention of the language.

In this research, the concepts proposed by Jacob et al are applied accordingly because these concepts are fairer in scoring each aspect of writing as they are elaborated in the next parts.

To be clearer, here is the example of recount text that reflects five aspects of writing:

One morning I got up with the feeling that the day was going to be an unlucky one for me. How right it was! Found that it was already 06:15 a.m. I rushed into the bathroom. I did not see a piece of soap lying on the floor. I stepped on it and slipped, almost breaking my back in the process. Unfortunately, I just missed the bus. My heart sank and I knew that I would be late for school. When I reached school, my name was taken down by the teacher. The teacher scolded me for being late. To my humiliation, I was made to stand outside the class. I was so upset by the incidents that I could not study properly. But worse come. After school, I was on my way home when something hard hit me on the head. Someone had thrown a bag of fish bones out of the window and it landed on me! I was boiling with rage but could do nothing. However, luckily for me, this only raised a small lump on my head. I managed to reach home safe and sound, and did not dare to go out again for the rest of day.

(http://recountext.blogspot.com/2011/04/recount-text)

Referring to the example above, the reader can identify the five aspects of writing in term of recount text:

1. Content

Content refers to the substance of recount text writing. Content provides the unity. The unity can be identify by seeing the topic sentence and controlling

idea. Here, the topic sentence in the first paragraph is “One morning I got up with the feeling that the day was going to be an unlucky one for me”. And the controlling idea is “How right it was! Found that it was already 06:15 a.m.”

The topic sentence reflects entire paragraph. In short, the paragraph is unified. 2. Organization

The term organization contains the sentences that are logically arranged and flow smoothly. Logical arrangement refers to the order of the sentences and ideas. The text above is logically arranged because it depends on the generic structures of recount text. Smooth flow refers to how well one idea or sentence leads into another. Smooth flow can be achieved through combined sentence and through the use of certain expression called transition, which provide the

link between ideas. Some transitional expressions include for example, when I

….., after school, I….These bridge the gaps between the paragraphs. Some of the sentences have been combined as well. Combining sentences and adding transition make the ideas and sentences easier to follow.

3. Vocabulary

According to Jacob et al, vocabulary refers to the selection words those are suitable with the content. The words choices used in the text above

communicate effectively and make favorable impression on the reader for

instance: the word “unfortunately, humiliation, safe and sound”. 4. Language used

Language used is identified from the construction of well-formed sentences. All the sentences that are used in the text above are grammatically correct and understandable. For example: “I was so upset by the incidents that I could not study properly”.

5. Mechanic

Mechanic refers to spelling, punctuation, and capitalization. The paragraph above uses necessary and appropriate spelling i.e. feeling (f-e-e-l-i-n-g), punctuation (comma and full stop) and capitalization (the first letter at the beginning sentence and name of the place).

In short, writing is a process of transferring one’s idea into written form. In this

case, the students are expected to make paragraph in logical order. Then, to make the text or paragraph meaningful, the students or writer must give attention to those aspects or components of writing above.

2.5Text

Text is a semantic unit that is realized in the form of word, clause, and sentence. It is not only a group of words of sentences. Halliday and R. Hasan (1985:6) said that text is meant any connected stretch of language that is doing job in some context.

Derewianka (1992:17) said that text is any meaningful stretch of language – oral – written. Not all texts are the same. One factor, which accounts for differences in texts, is the purpose for which the text is being used. Texts are structured in different ways to achieve their purposes. The structure of such of a text would typically move through the following stage:

Orientation Events

Re-orientation

We can refer to this as the schematic (generic structure) of the recount text. When we look at how the schematic structure of a text helps it to achieve its purpose, we are considering its genre (genre refers to particular texts types). The genre of a text is partly determined by the culture in which the text is used, since different cultures achieve their purposes through language in different ways (Derewianka, 1992:18). Besides that, texts differ not only in term of their purpose (genre) but they also differ according to particular situation in which they are being used.

Based on the curriculum, there are some types of genres include in English for junior high school textbook: (descriptive, procedure, narrative, recount, and report

text). The material for second grade students is taught by narrative and recount text, the researcher focus on recount text.

2.6Recount Text

What is recount text? Narrative and recount in some ways are similar. Both are

telling something in the past so narrative and recount usually apply „PAST TENSE’; whether Simple Past Tense, Simple Past Continuous Tense, or Past

Perfect Tense. The ways narrative and recount told are in chronological order using time or place. Commonly narrative text is found in story book; myth, fable, folklore, etc. Meanwhile recount text is found in biography. The thing that makes narrative and recount different is the structure in which they are constructed. Narrative uses conflicts among the participants whether natural conflict, social conflict or psychological conflict. In some ways narrative text combines all these conflicts. In the contrary, we do not find these conflicts inside recount text. Recount applies series of event as the basic structure.

(http://bahanajar.wordpress.com/textspeech/jenis-jenis-text-ing/)

Based on statement above, recount text and narrative have similar function. Both of them are used to tell an experience in the past, obviously they use past form. Beside the similarity, they also have different. Narrative text uses conflict as characteristic. Meanwhile, recount text does not use conflict, but it uses series of event as characteristic.

According to Siswanto (2005: 202) recount is a text that tells someone’s past experience in a chronological order. Derewianka (1990:15) also assets in recount, we construct past experience. A recount is the unfolding of a sequence of events overtimes. It is used to tell retell past events for the purpose of informing or entertaining. Its focus is on a sequence of events. It generally is begun with an orientation. It provides the backgrounds information needed to understand the text such as who was involved, where it happened and when it happened. Then, the recount unfolds with a series of events (ordered in a chronological sequence). At various stages, there may be some personal comments on the incident. We call it re-orientation.

Hammond (1992:88) elaborates that the social function of recount text is to records events for the purpose of informing. The generic structures of this text are:

(1) Orientation : information on the context of the recount, provides settings and participants

(2) Events : a record of events in a temporal sequence (3) Reorientation : closure of events

(4) Coda : comment on events (optional)

It focuses on specific participant, use of material process, circumstances of time and place, and use of past tense.

Furthermore, Derewianka (1990) identified that there are five types of recount text, they are:

1. Personal Recount

Telling about activities whereas the writer or speaker involves or do by him or herself (i.e., oral anecdote, diary entry) use the first person pronouns (I, we). Personal responses to the events can be included, particularly at the end. Details are often chosen to add interest or humor.

2. Factual Recount

Record the particulars of an incident (i.e., report of a science experiment, police report, news report, historical account). A factual recount is concerned with recalling events accurately. It can range from everyday tasks such as a school accident report to a formal, structured research tasks such as historical recount. The emphasis is on using language that is precise, factual and detailed, so that the reader gains a complete picture of the event, experience or

achievement. This type uses the third person pronouns (he, she, it, and they). Details are usually selected to help the reader reconstruct the activity or incident accurately. Sometimes the ending describes the outcome of the activity (i.e., science experiment). Details of time, place and manner may need to be precisely stated, i.e.: at 2.35 pm., between Jhonson St and Park Rd, the man drove at 80 kph. The passive voice may be used, i.e., the beaker was filled

with water. It may be appropriate to include explanations and justifications. 3. Imaginative Recount

Imaginative or literary recounts entertain the reader by recreating the events of

an imaginary world as though they are real. “A day in my life as a family pet”,

for example. Emotion language, specific detail and first person narration are used to give the writing impact and appeal.

4. Procedural Recount

A procedural recount records the steps taken in completing a task or procedure. The use of technical terms, an accurate time sequence and first person narration (I or we), give credibility to the information provided. Examples include a flow chart of the actions required for making bread, a storyboard of videotaped script or advertisement, the steps taken to solve mathematical problem. 5. Biographical Recount

A biographical recount tells the story of person’s life using a third person

narrator (he, she, and they). In this case of an autobiography, first person narration (I, we) is used. It is usually factually accurate and records specific names, times, places, and events. A purely factual, informative biography, however, would lack the appeal provided by personal responses and memorable anecdotes. There is often and evaluation of the subject’s achievements in the final section.

From five types of recount text above, the focus of the research is personal recount since it tells the activities whereas the writer or speaker involves or do by her or himself. It will help the students, because they are involved in the story. By asking some questions to the students to express their ideas in the written form, the researcher will teach recount text. The researcher assumes that this technique can make the students easier to understand and produce recount text.

2.7Concept of Guiding Writing

Paulston (1976:205) states that guided writing means the using of certain control in pattern drills in which the students are helped to produce a coprrect

composition. At the stage of guided writing, the students will be given some freedom in selecting language items and structural pattern in their writing exercises.

Dealing with the statement above, in guided writing, students will not make a serious error as long as they follow the directions. They are helped to avoid of making mistakes in writing because the way of guided writing means the using of certain direction to the students before they start the writing process. Hormsby (2000) outlines two different ways that guided writing can be managed. Each approach has different main purpose.

1. One or two session may be planned for small groups of students who need assistance with specific writing skills.

2. Many sessions, building upon shared reading and writing of a particular genre are planned. First, the students are immersed in the genre during reading. Secondly, they compose a text in that genre during shared or interactive writing. Finally, they are guided to write their own text in that genre.

According to Reid (1993), there are three types of guided writing exercises in widely used textbook:

In this type, students are given a model text that has the same topic with

students’ writing task. Students can follow the model text but should change all

information that is not suitable with them. For example; Model text

There are four session in New York City. The names of the seasons are winter, spring, summer, and autumn. in the winter it is very cold and windy, and in the summer it is very hot and humid. The weather in the spring and autumn, however, is very pleasant. For many people these are the only times that the climate is very comfortable. There is one thing certain about New York weather. It never stays the same. Like the women, it is very changeable. Instruction

Please write your own writing task. You can follow the model text but you should change all information that is not suitable with you.

2. Guided writing in the form of guiding questions

This type some opening comprehension question to the students to bridge them to the topic of their writing task. Students can make an outline based on their answer, and then they should create their writing task based on their outline. For example;

Guiding questions:

- How many seasons are there in New York City? - What are the names of the season?

- How is the weather in the winter? - How is the weather in the summer? - What is certain about New York weather?

Instruction

Answer those questions and make an outline based on your answer. And then, you write your own writing based on your outline.

3. Guided writing in the form of guided vocabulary

This type of guided writing pushes the students to write some vocabularies related to the topic of their writing task. Students can make a list of those vocabularies and develop those vocabularies into sentences. For example; List of vocabularies

- It is fair - It is sunny - It is mild - It is warm - It is cool - It is windy Instruction

Please develop those vocabularies into sentences to support your writing!

Based on the types of guided writing, the researcher is interested to use guided writing in the form of guiding questions. The researcher assumes that this type can be modified to teach recount text. By making some questions related to the topic, the researcher guides the students to explore their ideas and improve their ability in writing especially in recount text.

2.8 Guided Writing in The Form of Guiding Questions

A guided writing is used for guiding a learner to write something. One of the possibilities for a guided writing is by giving the learner some questions as guide before writing, so that by answering the questions the students can express the idea in writing.

Robinson (1967:2) defines guided writing as writing in which one cannot make a serious error so long as he follows directions. Byrne (1988:25) support this idea by saying:

“…the fundamental principle of guiding them in various ways toward a

mastery of writing skills, and sometimes controlling what they write, is not

one we can lightly dismiss…”

In addition, Byrne suggests that we should more carefully what kind of guidance we should give them, particularly in relation to the various problems they have when writing. From those statements, the researcher assumes that this technique can be applied in the classroom context. It seems that the guided questions can be used to avoid a serious error made by students, if they follow the direction.

2.9 Relation between Recount Text Writing and Guiding Questions

According to Derewianka (1990), the focus is on a sequence of events, all of which relate to a particular occasion. The recount generally begins with an

orientation, giving the reader the background information needed to understand the text, i.e.: who was involved, where it happened, when it happened. Then, the recount unfolds with a series of events ordered chronological sequence, i.e.: after,

then, finally, etc. At various stages there may be some personal comment or

writer’s feeling on the incident, i.e.: We had a wonderful time.

According to the statement above, it tells that the recount give information to the reader about (who was involved, where it happened, when it happened), the

researcher assumes that it is possible to explore the students’ ideas when they

have difficulty to express their ideas or get stuck on writing paper by asking questions. It is also supported by Rivers (1964:262) by saying:

“…a series of questions may be constructed that the students writes a continue recounts as he answers them”.

Based on those statements above, the researcher assumes that guiding questions can be used to guide the students to express their ideas into the written form. The questions must be related to the topic which is going to be written by the students. Here is the example of recount text:

Orientation One day, I was caught in the rain. When I reached home, I started sneezing. Soon, I was down with a cold.

The next morning, my mother took me to the doctor. The doctor said that I had flu and he gave me some medicine. He also advised me to drink more water and take a good rest.

Events When I reached home, I went straight to bed. I slept till lunch time. My mother carried me meal to my bedroom. She also brought my medicine. After eating, I went back to sleep.

When I woke up for dinner, I felt much better. My best friend called to find out how I was. My friend also told me briefly what the teacher had taught that day.

Reorientation The next day, I had recovered. I missed my friends and was glad to go back school.

(Adapted from Bahasa Inggris SMP/MTS kelas VIII, Yudhistira)

And here is the example of questions that can be use to guide the students: Orientation:

1. When, why and what did happen to her? Events:

2. What did Jane’s mother do for her? 3. What did the doctor do?

4. What did the doctor suggest to her? 5. After arriving home, what did her do? 6. What did Jane’s mother bring to her? Re-orientation:

7. When did she got recovery or feel better? 8. After getting recovery, what did Jane feel?

Referring to the sample above, the researcher assumes that there is a relationship between recount text and guiding questions technique. But the questions must be relevant to the topic that will be written by the students.

2.10 Teaching Recount Text Writing through Guiding Questions

Bramer and Sedley (1981:24), who say that asking then answering the questions is a good method to discover details of experience. It is also one of the best ways to discover ideas; it is useful in narrowing down a broad subject to manageable topic and in discovering what to say about the topic.

Relating the statement above and the relation between recount text and guiding questions on the previous sub-chapter, we can see that it is possible to teach recount text through guiding questions technique. The researcher is interested in

using guided writing in the form of guiding questions to increase students’ ability

in recount text writing. The researcher will ask some questions to guide the students express their ideas. Of course, not all the questions will be relevant to every topic. We must be able to choose the most suitable questions to develop the topic from the questions that we have made. If the students follow the question given by the teacher well, they will make their story flow coherently.

2.11 Procedures of Teaching Recount Text Writing through Guiding Questions

Here the steps of teaching writing through Guiding Questions adapted from Hormsby (2000) and Reid (1993).

1. Teacher asks students to make small group consists of 4 students. 2. The teacher asks the students to write their own topic about their sad

experience.

T : Ok, now you write one topic about your sad experience. Ss : Yes sir.

3. The teacher moves around the students and gives guiding questions, i.e: 1. When did it happen to you?

2. What did happen to you? 3. Why it happened to you? 4. First, what did you do? 5. Then, what happened? 6. Next, what did you do?

7. After that, what did you do?

8. Finally, what did you feel about your experience? 4. The teacher gives the questions one by one.

5. The teacher changes the questions according to the topic written by the students. For example „coming late to school’.

1. When did you come late to school? 2. Why did you come late to school? Etc.

6. The teacher moves among the students to give guidance and assistance as needed.

7. The teacher closes the meeting.

2.12 Advantages and Disadvantages Teaching Writing Recount Text through Guiding Questions

As one of technique in teaching writing, guiding questions can give any advantages as well as disadvantages in teaching writing recount text.

The advantages and disadvantages of using guiding questions in teaching writing are:

1. The advantages:

- Guiding questions can minimize mistakes by the students when they write.

- Guiding questions allows the students to consider topic when planning their writing.

- Guiding questions will make their writing flow coherently because they write the paragraph by following the questions.

- The students will not be confused about what they are going to write because they are guided to write by answering the questions related to the topic.

- The students do not only learn by themselves but also they can share their knowledge to their friends during the writing process.

2. The disadvantage:

- Guiding questions may difficult to be applied in a big group of students.

2.13 Classroom Action Research

Action research is a form of self-reflective enquiry undertaken by participants (teachers, students, or participants for example) in social (including educational) situation in order to improve the rationality and justice of (a) their own social or educational practices, (b) their understanding of these practices, and (c) the situation in which these practices are carry out (Carr and Kemmiss, 1986).

Classroom Action Research is a continual process of search of a formal

organization for devising solution for everyday difficulties of classroom life (Mc Niff, 1995). It means that action research is used to solve the problems in daily classroom activities in order to make teaching learning process effective. In this sense, action research is seen as a way of characterizing a lose set of activities designed to improve the quality of education; it is essentially eclectic way into a self-reflective program aimed at such educational improvement. And the second

prospective attempts to identify the criteria of these activities; to formulate the systems that will account for the improvement that is an anticipated outcome of the self-reflective program. So, the term action research is a term used to describe methods and techniques.

In addition, Kemmiss and Mc. Taggart (1982:3) stated that action research is deliberate, solution-oriented investigation that is group as personally owned and

conducted. The linking term of “action” and “research” highlights the essentials

features of this method; trying out ideas in practice as a mean of increasing knowledge about or improving curriculum, teaching and learning.

Kemmiss’ model follows the cycle of: planning, action, observation, and

reflection. Planning involves the determination of the question that needs

answering and the strategy to be used in answering it. During the action stage, the practioner tries out the strategy. The observation stage includes recording data on

the result of the strategy and also keeping a journal on the practioner’s thoughts

and reacting to the entire experience. Finally, during the reflection stage, concluded that a new cycle can begin (Kemmiss, 1982:5).

CHAPTER III RESEARCH METHODS

This chapter discusses about the methods of research used in this study, such as: setting, research design, research procedure, indicators of the research, research instruments, and data analysis.

3.1Setting and Subject of the Research

In this research, the researcher used a classroom action research. This research was conducted in class VIII.2 of SMPN 2 Sukadana Lampung Timur that consisted of 40 students. It was held based on the problem faced by the students and the teacher when they did writing test in class. There were 19 male students and 21 female students. The students of this school were not so active when they were learning English especially writing. The students were good at learning about language like mentioning the pattern of the tense, for that reasons the researcher wanted to know whether different technique could give any improvement in the teaching learning process at that class.

3.2Description of the Research

The research of this study was the classroom action research (CAR). Based on the problem identified by the researcher, he examined the cause of the problems and

tried to find the solution. The solution which was conducted is teaching writing through Guiding Questions Technique. Researcher made lesson plan and taught

the students based on the lesson plan. Then, the collaborator observed student’s

activities in teaching and learning process.

Furthermore, the researcher and collaborator analyzed and discussed the observation result during teaching and learning process (the strength and

weaknesses which were done by the teacher and students using Guiding Questions Technique and learning result (the writing test).

This research was done by researcher with the English teacher of class VIII. 2 Class of SMPN 2 Sukadana Lampung Timur. The researcher acted as the teacher and also an observer, who made the lesson plan, taught the students using the

technique, observed the student’s activity and conducted the evaluation. While the teacher acted as the collaborator who observed the process of teaching and

learning in the classroom including student’s activity to be the input for better

process in the following cycle. While the researcher was applying the Guiding Questions Technique in the classroom, the collaborator observed the student’s activities. Besides, she observed on the weaknesses of the first cycle in order to make improvement on the next cycle. During the teaching and learning process, the teacher held a reading test. The test, therefore, scored by both teacher and researcher. The result of the test and the observation data were discussed together to decide whether or not the next cycle needs to be done.

Figure 3.1 The cycle of Classroom Action Research adapted from (Arikunto, 2006: 16)

3.3Research Procedures

In conducting the research, the researcher used the procedure of classroom action research designed by Arikunto. According to her, the research procedure in a classroom action research consists of planning, implementing, observing and reflecting (2006: 16). Therefore, this research is designed as follows:

1. Planning the action

Guiding questions is a kind of integrative activity; it needs a well-prepared lesson plan designed by the researcher. In designing a lesson plan, some items that should be considered were learning objectives, time allocation, material, media, teaching and learning activities. The learning objective was adjusted with the KTSP. The researcher discussed and managed it with the collaborator. The time allocation is 2 x 40 minutes.

Observing

Implementing

Reflecting CYCLE 1

Planning

CYCLE 2

Observing

Reflecting Implementing

? Planning

2. Implementing on the plan

The teacher implemented five steps in the teaching and learning process, i.e.: (1) introducing what recount text and guiding questions, (2) modeling guiding question by asking some questions related to the topic to the students (3)

introducing a recount paragraph (4) giving guidance or assistance as needed when the students were writing a recount text.

2.1 Introducing What Recount text and Guiding Questions

Before starting to ask students to write their paragraph or text, the teacher introduced the basic concept of recount text and guiding questions to the students in teaching and learning process.

2.2 Modeling

After introducing the concept of recount text and guiding questions, the teacher gave a model how to write a recount text through guiding questions.

2.3 Introducing a recount paragraph

Before starting to ask the students to rearrange and rewrite their paragraph, the teacher introduced and explained the generic structure and language feature of recount text. It consists of: Orientation, Sequence events, and Re-orientation.

2.4.Giving guidance or assistance as needed

In this step, the teacher walked among the students when the students were writing a recount text and gave guidance or assistance as needed.

3. Observing the action

In the observation steps, the researcher observed and collected the data about the aspects or events that happened during the implementation of the action in relation with the objectives of this study. The data obtained from the result of the

observation were gathered and analyzed descriptively. To identify the students` attitude toward teaching and learning process, observation check list and fields notes were examined.

4. Reflecting on the observation

In the reflection the teacher discussed what have been done in the previous action by giving interpretation and judgment. The result of the reflection in Cycle I provided data for further revision and planning for the next Cycle. The result of this implementation of the action was considered successful if it fulfills the pre determine the criteria.

3.4Indicators of the Research

There were two criteria of success that had to be achieved: the process and the product. The two criteria include the process and the product as described below; 1. Learning Process

Observation was done to observe the students’ activities occurred in the class by filling in the observation sheets. To fill the observation sheet, the observer just put a check mark on students’ activity table. Furthermore, the observation was done to

find out students’ activity in the learning process in the pre-activity, while activity, and post-activity. In pre-activity, the observation was focused on

activity, the observation was focused on students’ attention toteacher’s

explanation and also on their response to teacher’s questions and instructions. In

post-activity, the focus was on students’respond to teacher’s questions; in this case they were asked to write recount text by answering guiding questions. The target was 80% of students or more participated in the teaching learning process. According to Arikunto (2006:210), if more than 75% of students are actively involved in teaching and learning activities, it can be categorized as a good level, so the researcher decided to set 80% as the target.

2. Learning Product

Referring to the ministry of education standard, the indication of successful

teaching learning process is that if at least 70% of students’ score are 60 or higher. This standard was used to prove that guiding questions technique can improve

students’ writing ability. This target was determined to find out whether there was improvement on students’ paragraph writing ability, or not. The scoring system used was adopted from Jacob et al (1981:90).

Based on Jacob et al, there were five aspects of writing evaluated:

1) Content. This aspect denotes the substance of recount text (orientation, series of events and re-orientation), the experience of main idea,

2) Organization. This element analyzes the organization of ideas of recount text content (the coherence of events series),

3) Vocabulary. This component deals with the choice of efficient word appropriate to the content,

4) Language use. This aspect views the use of correct and appropriate sentences,

5) Mechanics. This point concerns with the use of spelling, punctuation, capitalization, hyphenation and abbreviation.

The rating scale of scoring criteria adopted from Jacob et al (1981: 90) can be formulated as follows:

1) Content aspect is explained as the following:

30 - 27 Excellent to very good: knowledgeable substantive, development of thesis/topic, relevant to assign topic.

26 - 22 Good to average: some knowledge of subject, adequate range, limited development thesis, mostly relevant to topic but lack detail. 21 - 17 Fair to poor: limited knowledge of subject, little substances,

inadequate development of topic.

16 - 13 Very poor: doesn’t show knowledge, not pertinent, or not enough to evaluate.

2) Organization aspect uses the following score system:

20 - 18 Excellent to very good: fluent expression, ideas clearly

stated/supported, well organized, logical sequencing, cohesive. 17 - 14 Good to average: somewhat choppy, loosely organized, but main

idea stand out, limited support, logical but incomplete sequencing. 13 - 10 Fair to poor: not fluent, ideas confused or disconnect, lacks logical

sequencing and development.

9 - 7 Very poor: doesn’t communicate, no organization, or not enough to evaluate.

3) Vocabulary aspect uses the following system:

20 - 18 Excellent to very good: sophisticated range, effective word or idiom choice and usage, word form mastery, appropriate register. 17 - 14 Good to average: adequate range, occasional errors of word or

idiom, choice, usage, meaning confuse or obscured.

13 - 10 Fair to poor: limited range, frequent errors of word or idiom choice, usage, meaning confused or obscured.

9 - 7 Very poor: essentially translation, little knowledge of vocabulary, idioms, word form, or not enough to evaluate.

4) Language Use score system is as follows:

25 - 22 Excellent to very good: effective complex construction, few errors of agreement, tense number, word order/function, articles, pronoun, preposition.

21 - 18 Good to average: effective but simple construction, minor problems in simple construction, several errors of agreement, tense, word order/function, articles, pronouns, but meaning seldom obscured. 17 - 11 Fair to poor: major problem in complex/simple construction,

frequent errors of agreement, tense, number, word order/function, articles, pronouns, prepositions, deletions, meaning confused, or obscured.

10 - 5 Very poor: virtually no mastery of sentence construction rules, dominated by errors, does not communicate, or not enough to evaluate.

5) Mechanics aspect uses scoring system as the followings:

5 Excellent to very good: demonstrated mastery of conventions, few errors spelling, punctuation, capitalization, paragraphing.

4 Good to average: occasional errors of spelling, punctuation, capitalization, paragraphing, but meaning not obscured

3 Fair to poor; frequent errors of spelling, punctuation, capitalization, paragraphing, poor hand writing, meaning confused or obscured. 2 Very poor: no mastery of conventions, dominated by errors of

spelling, punctuations, capitalization, paragraphing, handwriting illegible, or not enough to evaluate.

The explanation above can be simplified as the followings: Content was scored as the following criteria;

(30-27) excellent to very good: knowledgeable, substantive

(26-22) good to average: some knowledge of subject, adequate range (21-17) fair to poor: limited knowledge of subject, little substance (16-13) very poor: does not show knowledge of subject, non-substantive Organization aspect used the following score criteria:

(20-18) excellent to very good: fluent expression, ideas clearly stated (17-14) good to average: somewhat choppy, loosely organized but main

ideas stand out

(13-10) fair to poor: non-fluent, ideas confused or disconnected (9-7) very poor: does not communicate, no organization

Vocabulary aspect was scored using the following criteria:

(20-18) excellent to very good: sophisticated range, effective word/idiom choice and usage

(17-14) good to average: adequate range, occasional errors of words/idiom form, choice, usage but meaning not obscured

(13-10) fair to poor: limited range, frequent errors of word/idiom form, choice, and usage

(9-7) very poor: essentially translation, little knowledge of English vocabulary

Language Use was scored according to the criteria as follows: (25-22) excellent to very good: effective complex constructions (21-18) good to average: effective but simple constructions

(17-11) fair to poor: major problems in simple/complex constructions (10-5) very poor: virtually no mastery of sentence construction rules Mechanics aspect was scored using score criteria as the following:

(5) Excellent to very good: demonstrates mastery of conventions (4) Good to average: occasional errors of spelling, punctuation

(3) Fair to poor: frequent errors of spelling, punctuation, capitalization (2) Very poor: no mastery of conventions, dominated by errors of

3.5Instruments of the Research

There were two kinds of instruments used in this classroom action research, writing test and observation sheet. The first instrument was the main source of the information and the second supported the analysis.

1. Writing Test

The first instrument used in getting the data was writing test. Writing test as stated by Harris (1969:69) is one of testing devices, which requires the students to compose their own and extended responses to problems set by the teacher. A writing test is regarded as the most complex instrument; it involves the simultaneous practice of five elements: content, organization, grammar, style, and mechanic.

Writing test was chosen as the instrument because it required the students to express their own idea. It measured certain writing abilities more effectively than do objective test. Writing test also motivated the students to improve their writing better. The last, writing test was easier and quicker to prepare. Those facts mentioned above were the strength of writing test.

Instructions that were used by the teacher to examine the writing test:

Write a recount text that consists of orientation, series of events and re-orientation (optional).

Chose one of topics below:

- Sad experience (breaking new mobile phone, getting stomachache, etc.) - Bad experience (getting bad score, coming late to school, etc.)

Use time connectives (firstly, secondly, after that, next, finally, etc.) to link separate events into coherent text.

Write your text in the Past tense form. The time allocation is 80 minutes. Table.3.1. Table of specification of writing skill

No Aspect of

Writing

Definition Percentage

1. Organization The organization of the text is expressed fluently, ideas clearly stated/supported, dan has a logical sequencing and cohesiveness.

20 %

2. Vocabulary The vocabulary usage is the use of correct word formation, proper word choice and appropriate idiom usage.

20 %

3. Content The ideas expressed clearly, which is, by providing concrete and specific details to clarify the general ideas the students are presenting. Obviously, the successful writing has enough details to make the reader see the writer’s picture, feel his feelings, think his thoughts, and understand his ideas.

30 %

4 Language use Language use can be seen from using effective sentence, in simple and complex constructions. The students use appropriate tenses and beautify their composition by variation of sentences, for example, the using of passive form, inversion, and complex sentence.

25%

5 Mechanic Show mastery of convention which can be seen from their appropriate and correct use of spelling,

punctuation, capitalization, and paragraphing.

5%

(Adopted from Jacob et al 1981: 90)

2. Observation Sheet

The researcher observed students’ learning process by using observation sheets and also interpreted the result of the teaching learning process. The observation was aimed at finding out students’ interest in following the class and responding

to the topic, students’ attention to teacher’s explanation, and their ability in using linking expressions in their paragraph writing. All of the important things

occurred in the teaching learning process were noted. Here is the example of the

students’ observation sheet.

Table 3.2 Students’ Observation Sheet

No Students' activities Students' code % of stu.

Inv. Note

a b c d

1 Pre-activity

a. respond to the topic enthusiastically.

2 While-activity a. pay attention to the teacher explanation.

b. follow to the teacher modeling. c. follow to the teacher instruction.

d. respond to the teacher questions related to

the topic written.

3 Post-activity

a. able to write a recount text.

3.6Data Analysis

The data analysis was done during and after the data had been collected in every cycle. The researcher and the teacher analyzed and made reflection from the data collected from the first cycle. From the analysis and reflection, the researcher found out the strength and also the weakness of the first cycle so that researcher and teacher could improve the weakness aspect by giving solution in the

following cycle.

In data analysis, the data were classified into two categories, that is, the data of the learning process and of the learning product.

1. Learning Product

In order to find out the learning product, the researcher used writing test to collect

the data. After giving the test, the researcher checked students’ writing and gave the score. Besides, the researcher analyzed students’ writing to find out the errors

made by the students. This analysis was very important to know what to improve in the next cycle. Next, the researcher calculated the number and percentage of the students who get 60 or higher, since referring to the ministry of education

standard, the indication of successful teaching learning process is that if at least 70% of students’ score are 60 or higher.

Based on the result of pre-test, there were only 11 students (27.5%) who got score 60 or higher. So, the researcher decided 70% of students’ score are 60 or higher as standard score in this research. This standard is used to prove that guiding

questions technique can improve students’ writing ability.

1.1 Calculating students’ total score, there are two steps: a. Calculating the scores from 1st rater and 2nd rater

Note:

X = Total score

X1 = Score from 1st rater X2 = Score from 2nd rater

C = Content

O = Organization

V = Vocabulary

L = Language use

M = Mechanic

b. Calculating the total score X1 = C + O + V + L + M

X2 = C + O + V + L + M

X = X1 + X2

1.2 Calculating the percentage of students who get ≥ 60: Note:

%S = percentage of students who get >60 S = number of students who get >60 n = number students in the class

2. Learning Process

In the learning process, the researcher only observed the students’ activities. Analyzing the data from observation to students’ learning activities, the researcher counted the number of activities done by the students and then calculated the percentage of the students’ activities. The following formula was used:

Note:

%A = percentage of students’ activities A = number of students’ activities observed n = number students in the class

Next, the researcher made a description from the data that had been analyzed. %S = S x 100%

n

%A = A x 100% n

CHAPTER V

CONCLUSIONS AND SUGGESTION

In reference to the result and discussion, the researcher tried to give conclusions and suggestions as follows:

5.1Conclusions

In line with the result of the analysis in cycle 1 and cycle 2, guiding questions

technique can improve students’ recount writing ability and students’ learning participation. Some conclusion can be drawn as follows:

5.1.1 The students’ improvement from cycle 1 to cycle 2 can be seen in each component of writing that involve content, organization, vocabulary, language use and mechanic.

a) Relating to the content

In cycle 1, most students were still poor in developing the topic. It can

be seen from the students’ average score of content aspect that is 16.30. However, in the cycle 2, the students’ average score of content aspect can be increased to 18.84. It meant that implementing guiding questions technique helped the students when they got stuck with their ideas and helped them to write more detailed in their writing.

b) Relating to organization

In cycle 1, the students’ average score was 13.34. After conducting cycle 2, the score could be increased to 14.74. It proved that guiding questions

technique can make the students’ writing flow coherently.

c) Relating to the vocabulary

In cycle 1, the students’ limited range of vocabulary made them got difficulty to transfer their ideas in English. It can be seen from the

students’ average score of vocabulary aspect that is 12.29. In cycle 2, the teacher tried to encourage the students to enrich their vocabulary mastery by asking questions. They tried to find the answers of the teacher questions, indirectly they learned vocabulary. So, this aspect can be increased to 13.56 in cycle 2.

d) Relating to the language use

In terms of language use, some students made error in grammatical aspects. It can be seen from the average score of this aspect that is 10.90 in cycle 1. Having analyzed the students’ weaknesses, the teacher instructed the students to pay more attention in their grammatical aspect. After conducting cycle 2, the average score of language aspect can be increased to 13.00.

e) Relating to the mechanics

From the result of writing test in cycle 1, it could be seen that most students still did serious errors in mechanics aspect. It is proved by the average score of this aspect that is 2.65. Having analyzed the students’ weaknesses about mechanics, the teacher instructed the students to pay more attention in their spelling, punctuation, and capitalization. So, the average score of this aspect can be increased to 3.11 in cycle 2.

5.1.2 The guiding questions technique gave good effect in students’ learning participation. The improvement of students’ learning participation from cycle 1 to cycle 2 can be seen in each learning activity that involve pre-activity, while-activity and post activity.

a) Pre-activity

In cycle 1, there were 29 students or 72.50 % who actively involved in this session. The students were not active because they thought that he used the same technique in teaching. After conducting cycle 2, the number of student who involve in this session can be increased to 34 students or 85 %.

b) While-activity

After counting the number of students who involve in while-activity, the researcher found that there were 30 or 75 % students active in cycle 1. It

Having analyzed the weaknesses, the number of student who actively involved in this session can be increased to 34 or 85% students in cycle 2.

c) Post-activity

In this session there was one activity writing test. Both in cycle 1 and cycle 2, there were 40 students or 100% involved in this session because it was individual test.

5.2Suggestions

In line to the conclusions above, the researcher would like to give some suggestions as follows:

5.2.1 To the teacher

- The teacher should be creative to create and develop guiding questions

to explore the students’ experience more detail. The teacher must emphasize the students to use connective words; first, second, next, then, after that, finally etc. to make their writing flow coherently. - The teacher should apply a variety of teaching methods or techniques

to make the materials more interesting.

5.2.2 To the students

- The students should pay much attention when the teacher is delivering the subject.

- The students should be brave to ask about the subject matter or any other information that they do not understand.

5.2.3 To other researchers

Since it has been proved that guiding questions technique can improve

students’ writing ability in junior high school level, the writer expect other researchers to investigate whether or not this technique can also be used in senior high school level.

THE 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)

By

TRI HARYONO A Script

Submitted in a partial fulfillment of The requirements for S-1 Degree

in

The Language and Art Department of Teacher Training and Education Faculty

THE FACULTY OF TEACHER TRAINING AND EDUCATION LAMPUNG UNIVERSITY

BANDAR LAMPUNG 2012

THE 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)

(A Script)

By

TRI HARYONO

THE FACULTY OF TEACHER TRAINING AND EDUCATION LAMPUNG UNIVERSITY

BANDAR LAMPUNG 2012

v

CURRICULUM VITAE

The writer’s name is Tri Haryono. He was born in Muara Jaya, Sukadana,

Lampung Timur September, 20th 1985. He is the third child of harmonious couple, Supardi and Sudarmi. He has three sisters and one brother.

He had elementary school at SD Negeri 1 Sukadana Ilir, Lampung Timur in 1992 and graduated in 1998. He continued his study to SMP Negeri 1 Sukadana

Lampung Timur and graduated in 2001. After graduating from Junior High School, he entered SMU Negeri 2 Metro and graduated in 2004. Then, he was registered as an S1 (Regular) student of Agronomy Program at Agriculture Faculty of Lampung University. In 2005, he moved to S1 (Non-Regular) English Education Study Program at Teacher Training and Education Faculty (FKIP) of Lampung University.

In 2009, precisely in July to September he conducted his Teaching Practice Program (PPL) as one of the requirements for FKIP students at SMA Tunas Harapan Bandar Lampung.

vi

MOTTO

“A good man is not those who never make any mistakes but those

who realize and learnt from the mistakes.”

vii

DEDICATION

This script is dedicated to:

My beloved parents, Supardi and Sudarmi

My siblings: Sumiati, S.Pd., Winarko, A.Md., Sri Rahayu, A.M., Nurhalimah, A.M.

My lovely nieces: Nindytha Lintang S., Nareswhary Amartya S. My uncle, Sugiyono

My brother in law, Edi Sujarwo, S.P.

My best friends in English „05 generation (NR)

viii

ACKNOWLEDGEMENTS

Alhamdulillaahirobbil’aalamiin. Praised be merely to ALLOH SWT, The Most Beneficent for His gracious mercy and blessing that enable me to accomplish and complete my script entitle “The Implementation of Guiding Questions Technique in Teaching Recount Text Writing at Second Year Students of SMP Negeri 2

Sukadana Lampung Timur”.

Among many individuals who have generously offered suggestion for improving this script, first of all I would like to express my sincere gratitude and deep respect to my first advisor, Drs. Sudirman, M.Pd. and my second advisor Drs. Dedy Supriadi, M.Pd. who have guided, assisted and encouraged me during the completion of this script. My gratitude is also extended to Drs. Hery Yufrizal, M.A., Ph.D. who have given me valuable suggestions as my examiner. Hi. Ujang Suparman, S.Pd., M.A., Ph.D. as my academic advisor, thanks for your advices and suggestions. To all lecturers of English Program, who have contributed their guidance and knowledge for the writer, thank you.

I also want to extend my appreciation to Warto, S.Pd., M.M. as the headmaster of SMP Negeri 2 Sukadana, for providing the opportunity to conduct the research, and Tri Suharti Septiyanti, S.Pd. as the English teacher in SMP Negeri 2

ix this research.

The greatest honor and appreciation would finally be dedicated to my beloved parents, Supardi and Sudarmi. It is truly undoubted that loves, cares, and timeless prayers during days and nights, are everything for me. Thanks for their patience and willingness to wait for my graduation. And for my family members, Sumiati, Winarko, Sri Rahayu, Nur Halimah, Nindytha Lintang S., Nareswhary Amartya S., and my uncle Sugiyono. Thank you for supports given to keep my spirit alive.

Last but not least, I would also address appreciation to my comrades English’05 of English Department, especially my best friends, Kristian Adi Putra, Syauqi

Wa’fa, Nur Kodri, Irawan Prayogo, Rio De Cahniago, Ellynda Sari, Eva

Wijayanti, Anin Pangesti, FX. Sapta Mensana, M. Khadafi, Dwi Cahyo Djatmiko, my friends in Kost Madukoro, Galih Ariyadi, Mahendra Zein, Khusnul Amri, Dwi Purwanto, Ony Fesandinata, M. Saifullah ACC, Arman Syah, Yogi Saputra, Haris Wicaksono, Kusworo, Aswin Yusuf, Ahmad Adi Setiawan, Aliyanto, M. Tohirin, Mustajab, Ruly Ramadhan. To whom I don’t mention in this script, it doesn’t mean your supports are worthless, I do appreciate it.

Bandar Lampung, February, 2012 The writer

FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN

Jalan Soemantri Brojonegoro No. 1 Gedungmeneng Bandarlampung 35145

Telepon (0721) 704 624 Faximile (0721) 704 624

Nomor : 2214 /H26/3/PL/2011 10 Maret 2011 Lampiran : satu berkas

Perihal : Izin penelitian

Yth. Kepala SMP Negeri 1 Sukadana Kab. Lampung Timur

di

Sukadana Dengan hormat,

Dekan Fakultas Keguruan dan Ilmu Pendidikan Universitas Lampung mohon izin mahasiswa :

nama : Tri Haryono

NPM : 0543042053

jurusan : Pendidikan Bahasa dan Seni program studi : Pendidikan Bahasa Inggris semester : 12 (dua belas)

untuk melaksanakan penelitian di SMP Negeri 2 Sukadana Kab. Lampung Timur sebagai syarat menyelesaikan studi.

Bersama ini kami lampirkan proposal penelitian mahasiswa tersebut. Atas bantuan Saudara, kami ucapkan terima kasih.

Appendix 13

LESSON PLAN (Cycle 1)

Subject : English

Skill : Writing (Recount text) Topic : Life (Sad Experience) Class/ Semester : VIII.2/ 2

Time allocation : 4 X 40 minutes

1. Standard competence:

To communicate the meaning in written form and simple short essay, in recount and narrative text to interact with the environment.

2. Basic competence:

To express the meaning and steps in simple essay fluently, accurately by using English to interact with the environment in recount or narrative text.

3. Indicators:

Students are able to tell the generic structure of recount text. Students are able to write a recount text in coherence and unity.

Students are able to write a recount text by using appropriate vocabulary. Students are able to write a recount text grammatically in the past tense.

4. The steps of teaching learning process: Pre-activities:

1. Teacher greets students

2. The teacher gives a brainstorming by:

Asking the students what they know about personal experience.

Concluding the definition of recount text and the relation with personal experience;

- Social function - Generic structure - Language feature While-activities:

1. The teacher divides students in to groups consist of 4 students 2. The teacher asks the students to write their own topic about their sad

experience.

3. The teacher moves around the group and gives the guiding questions, i.e.: 1. When did it happen to you?

2. What did happen to you? 3. Why it happened to you? 4. First, what did you do? 5. Then, what happened? 6. Next, what did you do? 7. After that, what did you do? 8. Finally, what did you feel?

4. The teacher changes the questions according to the topic written by the students.

5. The teacher allows the students to ask their friend or open dictionary when they get difficult word.

6. The teacher moves among the students to give guidance and assistance as needed.

Post activity:

1. The teacher asks the students to submit their recount text. 2. The teacher asks the students what they have learnt.

5. Technique

Technique : guiding questions technique 6. Source

Source : English textbook (Yudhistira for Grade VIII SMP/MTS)

7. Authentic Assessment

a. Technique : written (the teacher ask the student to write a recount text based on the topic given)

b. Type : the teacher assesses the students’ worksheet c. Scoring system :

R1 = C+O+L+V+M R2 = C+O+L+V+M

2

Content : 30 Organization : 20 Language used : 25 Vocabulary : 20 Mechanic : 5 + Maximum score: 100

Sukadana, March 16, 2011

P PEMERINTAHAN KABUPATEN LAMPUNG TIMUR DINAS PENDIDIKAN PEMUDA DAN OLAHRAGA

SMP NEGERI 2 SUKADANA

Alamat: Jl. Lintas Timur Desa Muara Jaya Kec. Sukadana Lampung Timur

SURAT KETERANGAN

NO: 422/ 1120/ 11/ SMPN 2/ 2011

Yang bertanda tangan dibawah ini Kepala SMP N 2 Sukadana menyatakan bahwa :

Nama : TRI HARYONO

Npm : 0543042053

Jurusan : Pendidikan bahasa dan seni Program Studi : Pendidikan bahasa inggris Semester : 12 (dua belas)

Telah melaksanakan penelitian di SMP N 2 Sukadana dengan catatan kegiatan penelitian tersebut tidak mengganggu kegiatan belajar siswa. Penelitian tersebut dilaksanakan dari tanggal 14 Maret 2011 sampai 23 Maret 2011.

x

TABLE OF CONTENTS

Page

ABSTRACT ... i

APPROVAL ... iii

CURRICULUM VITAE ... v

DEDICATION . ... vi

MOTTO ... vii

ACKNOWLEDGEMENTS ... viii

TABLE OF CONTENTS ... x

LIST OF TABLES ... xii

LIST OF FIGURES ... xiii

LIST OF APPENDICES ... xiv

CHAPTER I INTRODUCTION ... 1

1.1 Background of the Problem ... 1

1.2 Research Question ... 5

1.3 Objective of the Research ... 6

1.4 Uses of the Research ... 6

1.5 Scope of the Research ... 6

1.6 Definition of Terms ... 7

CHAPTER II LITERATURE REVIEW ... 8

2.1 Concept of Writing ... 8

2.2 Teaching of Writing ... 9

2.3 Types of Writing ... 13

2.4 Aspects of Writing ... 14

2.5 Text ... 18

2.6 Recount Text ... 19

2.7 Concept of Guided Writing ... 23

2.8 Guided Writing in the Form of Guiding Questions ... 26

2.9 Relation between Recount Text Writing and Guiding Question ... 26

2.10 Teaching Recount Text Writing through Guiding Questions ... 28

2.11 Procedure of Teaching Recount Text Writing through Guiding Questions ... 29

2.12 Advantages and Disadvantages of Teaching Writing Recount Text through Guiding Questions ... 30

xi

CHAPTER III RESEARCH METHODS ... 33

3.1 Setting and Subject of the Research ... 33

3.2 Description of the Research ... 33

3.3 Research Procedures ... 35

3.4 Indicators of the Research ... 37

3.5 Instrument of the Research ... 43

1. Writing Test ... 43

2. Observation Sheet ... 44

3.6 Data Analysis ... 45

1. Learning Product ... 46

2. Learning Process ... 47

CHAPTER IV RESULT AND DISCUSSION ... 48

4.1Cycle 1 ... 48

1. Planning ... 48

2. Implementing ... 49

3. Observing ... 53

1. Learning Product ... 53

2. Learning Process ... 59

4. Analysis and Reflection ... 62

1. Learning Product ... 62

2. Learning Process ... 65

4.2 Cycle 2 ... 67

1. Planning ... 67

2. Implementing ... 68

3. Observing ... 71

1. Learning Product ... 71

2. Learning Process ... 75

4. Analysis and Reflection ... 78

1. Learning Product ... 78

2. Learning Process ... 79

4.3 Discussion ... 80

CHAPTER V CONCLUSIONS AND SUGGESTIONS ... 88

5.1 Conclusions ... 88

5.2 Suggestions ... 91 REFERENCES

xii

LIST OF FIGURES

Figures Page

1. The Cycle of Classroom Action Research ... 35 2. Writing Score Improvement ... 78 3. Students Participation Improvement ... 79

xiii

LIST OF TABLES

Table Page

1. Table of Student’s Writing Score ... 3

2. Table of Specification of Writing Test ... 44

3. Table of Student’s Activities ... 45

4. Table of Frequency of Students’ Writing Score at Cycle 1 ... 53

5. Students’ Score in Each Component of Writing at Cycle 1 ... 56

6. Student’s Observation Sheet at Cycle 1 ... 59

7. The Frequency of Students’ Writing Score at Cycle 2 ... 72

8. Students’ Score in Each Component of Writing at Cycle 2 ... 73

9. Student’s Observation Sheet at Cycle 2 ... 76

11. The Progress of Student’s Writing Achievement taught using GQT ... 81

12. The Progress of Student’s Writing Components taught using GQT ... 82

xiv

LIST OF APPENDICES

Appendices Page

1. Writing Score in Pre-Test ... 93

2. Writing Score in Cycle 1 ... 94

3. Writing Score in Cycle 2 ... 95

4. Analysis of Writing Score in Each Component in Pre-Test ... 96

5. Analysis of Writing Score in Each Component in Cycle 1 ... 97

6. Analysis of Writing Score in Each Component in Cycle 2 ... 98

7. Table of Percentage of Writing Components in Cycle 1 ... 99

8. Table of Percentage of Writing Components in Cycle 2 ... 100

9. Analysis of Student’s Observation Sheet in Cycle 1 ... 101

10. Analysis of Student’s Observation Sheet in Cycle 2 ... 105

11. Lesson Plan I ... 109

12. Lesson Plan II ... 113 Sample of Students’ Writing

Research Letters