My beloved father (Alwi) and my beloved mother (Elma), thank you so much for your prayer, love, motivation and advice. My beloved younger sister and brother (Lidija and Danil), thank you for your prayers and support.
Background of the study
First, writing is one of the ways we communicate our thoughts to people. It works because the questions it creates (What, Where, When, Why, Who and How) provide a comprehensive understanding of the topic.
Limitation of the problem
3. Some students lack vocabulary as a result, they find it difficult to develop their ideas related to their topic.
Research Question
Research Objective
The result of this researcher would give information to the next researcher about the effectiveness of guided question technique in the teaching of writing. This result can be a future reference if the use of guided question technique is effective on students' writing skills.
Definition of Key Terms
They can take his information as a type of teaching technique and can evaluate whether this technique is better to use in the classroom or not. This chapter explains the overview of the theories of the study and the conceptual framework on which the study is based. These theories are presented under three headings: definitions of writing ability, guided question strategy, and descriptive text.
Writing Skill
- The Definition of Writing
- Writing Skill
- Genres Of Writing
- The Purpose of Writing
- The Process of Writing
- Teaching Writing
The purpose of this writing is to convince someone to do something that the writers want about themselves. This writing example is when people want to apply for a job, propose marriage, and argue. g) Writing for the entertainment of others.
Descriptive Text
The Definition of Descriptive Text
When students write, they are doing language processing, which means they are thinking about language. It's different from when they're in a conversation because they don't have as much time to think as when they're doing a writing activity. Descriptive text is also a text that describes something that appeals directly to the sense, as said descriptive paragraph is giving a picture with words that appeal directly to the sense (sight, sound, smell, touch, taste).
From the opinion about descriptive above, so the author leads to the conclusion that the descriptive text is a text that describes person, place, mood, situation, etc., it also describes an object that appeals to the sense. In addition, descriptive text has several elements as (Ambarsari, H., et al., 2018) said that there are certain elements of description.
Guides in Writing Descriptive Text
sound and sight). sight and touch; concrete details). Example: Anger flared up in me like water about to boil. The lecturer was as exciting and informative as stale beer. Rhetorical Structure: As explained earlier, the rhetorical structure of descriptive text is identification and description.
The present tense is used dominantly because in descriptive text it includes facts, generally accepted facts, or reality. After knowing about the above explanation, when a writer wants to write descriptive text, he or she should also know the guidelines of writing descriptive text.
The Purpose of Descriptive Text
From the above explanations, it can be concluded that guided questioning is a teaching technique which is used by giving students 5W + 1H questions to guide students to generate their own ideas and details when they write an event or story. There are several questions that can be used as guiding questions to guide students in writing. First, it can be used to seek causal explanation that implies the causes of some event or phenomenon.
From the above concept, it is clear that this guided question is a teaching technique used by asking students 5W + 1H questions to guide students to generate their ideas and details when they write. The answers to the questions can be an outline of their writing before they are created into a paragraph.
Previous Study
The third study comes from Erma Veland (2015), who conducted research entitled The Effectiveness of Guided Questions in Teaching Students' Narrative Writing (An Experimental Study at Eighth Grade Students of MTs). The similarities between the three studies and this study are that the study used a quantitative survey, the survey was conducted on eighth grade students, and guided questions using WH questions are used to guide students in writing. The first study used a pre-experimental design that used one group before -test and post-test, while this study used a quasi-experimental design that divided the class into an experimental and a controlled class.
Then, the participant of the first study is the eighth grade of SMP Negeri 2 Suhaid, while the participants of this study are the eighth grade students of MTs. The participant of the other previous study is the eighth grade of SMPN 1 Terbanggi Besar Lampung Tengah, while this participant is the eighth grade students of MTs.
Thinking Framework
After that, most students find it difficult to generate and organize their ideas into well-organized paragraphs. The last, most of the students do not know and use appropriate technique of writing descriptive text which can help and guide them in generating and organizing their ideas. By considering the problems above, a guided questioning technique in the teaching of writing descriptive text will be used as a solution.
The guided question technique is a kind of teaching technique which is used by giving 5W+1H questions to students to guide them in writing descriptive text. This guided questioning technique is good for guiding and helping students organize and generate their ideas in writing descriptive text.
Theoretical Hypothesis
Research Design
From the table above, it can be seen that the pre-test was given to both groups before the given treatment. In this research, the researcher included all students of MTS Hidayatul Qomariyah Bengkulu as the target population. According to Creswell (2012, p.142), it is a subset of the target population that the researcher plans to study in order to generalize about the target population.
In this study, the researcher chooses VIII A and VIII B based on observation, considers their value over a semester, and considers their homogeneity based on the pre-test result. The samples used in this study are grade VIIIA as class experiment and grade VIIIB as control class.
Research Variabel
The Technique of Data Collecting
The data for this study was collected from the pre- and post-test scores. After the treatment to the experimental class, the researcher gives a post-test to both the experimental class and the control class. The purpose of administering the posttest is to measure the student's ability to develop their academic writing skills after the treatment.
The topics tested in the post-test are the same as those in the pre-test because both were used to measure students' writing skills and to determine whether the use of the guided question technique has a positive effect on students' writing skills achievement. After conducting the pre-test and post-test for both groups, the researcher evaluated the students' pre-test and post-test and ranked the results.
Research Instruments
The purpose of this test was to determine the effect of the treatments on the students' writing comprehension achievements after the treatments. 1 Main ideas stated not at all clear or precise, change of opinion very weak statement.
Research Procedures
The teacher gives questions related to the text displayed so that students are motivated to read. Students work to determine the generic structure and content of the text in the form of identification and descriptive. Based on Jacob et al Julia (2014, p.33), situation in Learning Objectives is more common than comparing a treatment group with a group that receives no treatment (true control group).
The majority of educational experiments study the differences in the outcome of two or more treatments rather than the differences in the outcome of one treatment versus no treatment at all.
The Technique of Data Analysis
Data analysis is the last step in the experiment process, in this case data processing. Using the students' scores on the test, the researcher conducted item analysis and analysis to determine the validity and reliability of the test. When choosing the instrument, they took into account: validity, reliability, level of difficulty of the test, as follows.
Of the 10 item questions in the written comprehension test instrument, all items can be declared valid. Meanwhile, a reliability test is used to determine the consistency of the test instrument, the results of which can be seen in the following table.
Result
- The Description of Pre-test and Post-test
- Homogenity Test
- Paired Sample T-Test in Control Class Table 4.7
- Pired Sample T-Test in Experiment Class
- Hypotheses Test
The following table shows the results of the categorization of the students' comprehension scores in the control class. In the control class, students' writing comprehension scores in the post-test increased and were higher than the pre-test. In the experimental classroom, student achievement scores in the post-test increased and were higher than the pre-test.
0.05, and as a basis for decision making in the Shapiro Wilk normality test above, it can be concluded that learning. As all data shows, there was a significant difference in the mean score between the pre-test and post-test, with the mean score on the post-test being higher than the pre-test.
Discussion
Based on the above explanation, we can conclude that the reason for guided question techniques has a significant effect on the students' written comprehension in the experimental group. Therefore, the percentage of students' written comprehension in the control group is lower than in the experimental group. In the experimental class, the scores of students' written comprehension on the post-test increased and were.
From the explanation above, it can be concluded that students who are taught using conventional learning techniques get a significant increase, but not as much as the increase in the experimental group who learn with the guided questioning techniques. The guided techniques revealed the differences in students' writing comprehension in the control and experimental lessons.
Conclusion
Then, in the second of these activities, students will be able to explore ideas from one subject to another, so that the ideas can be developed more broadly with questions that continue to be linked.
Suggestion
The effect of guided question technique on the writing skills of tenth grade students of SMKN 1 Sukasada in the academic year 2019/2020. The influence of the use of artwork on the descriptive writing ability of students in the first grade of SMAN 7 Bandar Lampung. The Effect of Guided Questions on Students' Writing of Descriptive Text in Group VIII of SMP Negeri 5 Padangsidimpuan (Doctoral Dissertation, IAIN Padangsidimpuan).
Improving students' writing skills in descriptive text using the Think-Talk-Write (TTW) strategy.
