THE EFFECT OF GUIDED QUESTIONS TECHNIQUE IN SUDENTS’ WRITING ABILTY ON RECOUNT TEXT
AT EIGHTH GRADE OF SMP N 30 PADANG
THESIS
Submitted in partial fulfillment as one of the requirements
forundergraduateprogram in English Education the Strata one (S1) Degree
Written by: GENTA Bp. 1314050449
DEPARTMENT OF ENGLISH TADRIS
FACULTY OF ISLAMIC EDUCATION AND TEACHER TRAINING STATE ISLAMIC UNIVERSITY (UIN)
IMAM BONJOL PADANG 1437 H/ 2017 M
ABSTRACT
Genta. 2017 : The Effect of Guided Questions Technique in Sudents’ Writing Abilty on Recount Text at Eighth Grade of SMP N 30 Padang Advisor : 1. Dr. Martin Kustati, M.Pd
2. HaryudiNizar, S. Ag, M.Pd
Students at class VIII of Junior High School 30 Padanghad low of writing ability. Because,they could not express their past experience.Therefore, to improve the quality of learning, it needs some efforts to make learning more effective, such as by applying an appropriate technique.GuidedQuestion Technique can be an alternative solution to help the teacher to solve the problem.The current research study investigated whether Guided Question Technique gave significant effect towards students’ writing ability at eight grade of Junior High School 30 Padang.
The design of this research was Quasi-Experimental Research Design.This research was located at Junior High School30 Padangand the population wasVIIIclass students who were taught by the same teacher and consists of 169students and distributed into fiveclasses. The sample which consists of 67students distributed into two classes, it
was chosen through cluster randomsampling technique. The two classes were devided to
be Experimental Class (VIII 3: 34 students) and Control Class(VIII 4: 33 students). The experimental class was taught by using Guided - Question Technique, while control class was taught as they had usually been taughtby their English teacher. The data of this research were collected by using written test. The test was given after doing treatments for six meetings to determine significant effect of using Guided - Question Technique towards students’ writing ability.
The result of the research showed the mean score of experimental class (74.23) was higher than mean score of control class (59.30). Therefore, t calculated (8.78) was
bigger than t-table (2.46). Moreover, each components of writing had
improved.Statistically,it showed that teaching by using GuidedQuestion Technique gave improvement for students writing ability.
It can be concluded thatGuided Question Technique was effective to improve students writing ability in recount textand got positive responses from students.Therefore, English teacher can use Guided - Question Technique in teachingwriting of recount text.
ABSTRAK
Genta. 2017 : The Effect of Guided Questions Technique in Sudents’ Writing Abilty on Recount Text at Eighth Grade of SMP N 30 Padang Advisor : 1. Dr. Martin Kustati, M.Pd
2. HaryudiNizar, S. Ag, M.Pd
Siswa pada kelasVIII di SMP 30 Padang memiliki kemampuan yang rendah dalam menulis.Karena mereka tidak bisa menceritakan pengalaman mereka yang telah lampau. Oleh karena itu untuk meningkatkan kualitas pembelajaran dibutuhkan
pembelajaran yang lebih efektif, seperti dengan penerapan teknik yang tepat.Guided
Question Technique bisa menjadi salah satu alternatif dalam mengatasi masalah tersebut.
Penelitian ini bertujuan untuk mengetahui apakah Guided Question Technique
memberikan pengaruh yang sinifikan terhadap kemampuan writing siswadi kelas VIII di
SMP 30 Padang.
Desain penelitian ini adalah penelitian quasi-experiment. Penelitian ini berlokasi
di Padang dan populasi dari penelitian ini adalah semua siswa kelas VIII SMP 30 Padang yang diajar oleh satu orang guru yang terdiri dari169 siswa dan terbagi ke dalam lima
kelas. Kemudian dengan menggunakan teknik cluster sampling, peneliti mengambil kelas
control (VIII.4; 33 siswa) dan kelas eksperimen (VIII.4; 34 siswa). Pada kelas eksperimen
diajarkan dengan menggunakan Guided Question Technique, sementara itu kelas kontrol
hanya menggunakan teknik yang biasa digunakan guru di sekolah tersebut. Data
dikumpulkan dengan menggunakan written test dengan. Test dilakukan setelah diberikan
treatment selama enam kali pertemuan untuk mengetahui pengaruh dari penggunaan
Guided - Question Technique terhadap kemampuan menulis siswa.
Hasil penelitian menunjukkan bahwa nilai rata-rata Post-Test siswa dalam
menulis (74,23) lebih tinggi dari pada nilai rata-rata kelas control (59,30). t- calculate (8,78) lebih tinggi dari pada t-table (2,46). Secara statistik, terlihat bahwa pengajaran
menggunakan Guided Question Technique telah meningkatkan kemampuan menulis
siswa.
Dapat disimpulkan bahwa pembelajaran writing dengan menggunakan Guided
Question Technique efektif untuk meningkatkan kemampuan menulis siswa serta memperoleh respon positif dari siswa. Oleh karena itu, guru bahasa inggris bisa
ACKNOWLEDGMENT
In the name of Allah, the Beneficent, the Merciful. All praises to Allah, the Lord of the world who has given His mercy and blessing upon the researcher in completing this thesis. Peace and salutation always be upon the prophet Muhammad Shallallahu‘Alaih wa Sallam, his family, his relatives, and his faithful followers.
In this occasion, the researcher would like to express her greatest appreciation, honour and gratitude to her beloved parents (Liwarini and Bakri Sirin), for their valuable supports and moral encouragement in motivating the researcher to finish her study. Then, the researcher thanks to her beloved brothers and sisters (Helmi Diana, Sepsi Warneli, Weri Suryadi, Billy Adam, Wellya, Aditya) for their love and support to the researcher in writing this thesis.
The researcher also would like to express her deepest gratitude to her advisors, Dr. Martin Kustati, M. Pd., and Haryudi Nizar, M. Pd., for their advices, guidances, corrections, and suggestions in finishing this thesis.
Her gratitude also goes to:
1. All lecturers of the English Department who have taught and educated the researcher during her study at State Islamic University Imam Bonjol Padang.
2. The Head of the English Department of Tarbiyah Faculty State Islamic University Imam Bonjol Padang.
3. The Secretary of the English Department of Tarbiyah Faculty State Islamic University Imam Bonjol Padang.
4. The Dean of Tarbiyah Faculty State Islamic University Imam Bonjol Padang.
5. Dra Elismawati M.Pd as the Academic Advisor.
6. The researcher would also like to express her gratitude to Suhendriza S.Pd (English teacher in Junior High School 30 Padang) for her permission and
opportunity to help the researcher to finish the research, and to the students in class VIII in Academic Year 2016/2017 for their participation in the research.
7. Her beloved best friends; Suci Syahriyanti, Yuyut Kemala Sari, Ayu Windari, Febriyandi Putra , Ahmad Guntur for sharing knowledge, care, motivation, time, support, laugh and happiness.
8. Her beloved friends in English Department Academic Year 2013. Especially, English Department class B for giving cares and supports. 9. Any other person who cannot be mentioned one by one for their
contribution to the researcher during finishing her thesis. The words are not enough to say any appreciations for their help. May Allah bless them for all of what they have done.
Finally,the researcher feels that it is really pleasure for her to receive critics and suggestions to make this thesis become better. She also hopes that this thesis would be beneficial, particularly for her and for those who are interested in it.
Padang, August, 27th 2017
Genta 1314050449
TABLE OF CONTENT DECLARATION ... i DEDICATION ... ii ABSTRACT ... iii ABSTRAK ... iv ACKNOWLEDGEMENT ... v
TABLES OF CONTENT ... vii
CHAPTER I: INTRODUCTION ... 1
A. Background of the Problem ... 1
B. Identification of the Problem ... 4
C. Formulation of the Problem ... 6
D. Limitation of the Problem ... 7
E. Purpose of the Study ... 7
F. Significance of the Study ... 7
G. Definition of the Key Terms ... 7
CHAPTER II: REVIEW OF RELATED LITERATURE ... 9
A. Review of Related Theories ... 9
1. The Nature of Writing ... 9
a. Writing Definition ... 9
b. Aspect of Writing ... 11
c. Purpose of Writing ... 12
d. Process of Writing ... 14
e. Types of Writing Performance ... 16
2. The Nature of Recount Text ... 17
a. Definition of Recount Text ... 17
b. Generic Structure of Recount Text ... 17
c. Language Feature of Recount Text ... 18
3. Guided Question Technique ... 19
a. The Nature of Guided Question Technique ... 19
b. Procedures of Guided Question Technique ... 20
4. TeachingWriting ... 21
5. Teaching Recount Text through Guided-Question Technique ... 32
6. Writing Assessment... 34
B. Review of Relevance Studies ... 36
C. Conceptual Framework ... 37
D. Hypothesis... 40
CHAPTER III: RESEARCH METHOD ... 41
A. Research Design... 41
B. Population and Sample ... 42
C. Place and Time of Research ... 46
D. Instrument of the Research ... 46
F. Technique of Data collection ... 49
G. Technique of Data Analysis ... 49
CHAPTER IV: RESEARCH FINDING AND DISCUSSION ... 52
A. Research Finding ... 52
1. Data Description ... 52
2. Data Analysis ... 52
B. Discussion ... 65
CHAPTER V: CONCLUSION AND SUGGESTION ... 67
A. Conclusion ... 67
B. Suggestion ... 68
BIBLIOGRAPHY ... 69
