and then followed by giving a last sentence. Teacher may also give students an outline to expand, some attractive questions, or additional information in writing.
After that, the students start discussing, make notes, share what they found, and make a draft together before they begin to write Raimes,1983:103.
According to Brown 2001:16, “Technique is a variety in giving any exercises, activities, or tasks that is
used in language classroom for getting lesson objectives.” Therefore, it can be concluded that guided writing technique is an activity
given by the teacher in order to guide the students in composing a text. It can be in the form of a model text, an outline, or questions.
2.2.6 The Process of Guided Writing
According to Reid 1993: 25 in Dyan 2010:31 states there are some steps in guided writing, they are:
a. Model paragraph
At the beginning, the teacher provides a model of the text. This can be written on the board or copied onto the worksheet. Students consentrate on reading
comprehension first, then study the features of the text given. b.
Comprehension questions The teacher asks series of questions about the basic information of the text.
c. Language based exercises
The teacher gives exercises which focus on vocabulary building and sentence structure. It can be in the form of transformation, substitution, or complete
pattern drills. d.
Oral composition By discussions, students make suggestions about what to write and the
teacher make an outline or a list of key expressions on the board. It is used as a basis for students‟ writing.
e. Written composition
Students follow the model given by the teacher, but involve some changes.
2.2.7 The Benefit of Guided Writing for Teaching Writing
Based on Primary National Strategy 2007:6, there are some benefit of using guided writing for teaching writing, those are:
a. Enables the teacher to adjust the needs of the group;
b. Facilitates the teaching and learning of individual children. Although
guided writing is a group activity that has focus on the needs of the group, the teacher is able to observe and respond to the needs of individuals
within the group; c.
Provides the teacher with the opportunity to extend and challenge more groups of children;
d. Encourages the children to be more active in discussions;
e. Builds confidence. Here, all the group are given the same issues;
f. Allows the teacher to give feedback immediately and have opportunity to
discuss further information for improvement.
2.2.8. Quasi-Experimental Research
In this study I use a quasi-experimental reseach that compared two groups they are experimental group and control group. Both groups are given the same
pretest and posttest but different treatment. Nunan 1992:41 mentions there are three types of experimental research; true experimental design, quasi experimental
design, and pre-experimental design. In addition, a quasi-experimental design has both pre-test and post-test for control and expeimental group, but has no random
assignment of subjects. In doing this research, the experimental group is taught written recount text
by using guided writing technique and the control group is taught by using conventional method. To measure the effectiveness of guided writing, I will
compare the students‟ achievement in experimental and control group.
2.3 Theoretical Framework
