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 SMPMTS 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
