Author (Penulis)

MARIANA NINGRUM
Universitas Nusantara PGRI Kediri

Author Identity (NPM)

10.1.01.08.0155

Abstract

ABSTRACT MARIANA NINGRUM.10.1.01.08.0155 The Influence Of Using Guided Questioning Technique To The Students Writing Ability On Recount Text At First Grade Students Sman 4 Kediri In Academic Year 2014-2015 Key word: Writing, Guided Questioning technique, Recount Text This research is conducted because of a tendency which scattered that writing is considered as the most difficult and complex skill to learn. This problem occurs because the English teacher feels difficult to choose the appropriate technique to teach writing. Therefore, the purpose of conducting this research is to investigate the effective of Scaffolding technique as the technique that can help students to have better ability in writing recount text in terms of content, organization, grammar, vocabulary, and mechanics, also its effect to their attitudes toward writing recount text. In conducting this research, the researcher employed the pre-experimental research and one-group pretest-posttest design. The population of this research includes 6 classes of the first year students of SMAN 4 Kediri in academic year 2014/2015divided into 3 classes of Science, 3 classes of Social. By using cluster sampling, the researcher decided to choose Language class consisted 24 students. This research was held in four meetings involved pre-test, first treatment, second treatment, and post-test. The researcher used the form of essay test writing recount as the instrument to collect the data. The instrument of essay test recount was used to know the students’ ability in writing recount, while to know the students’ attitudes toward writing, the questionnaire consisted of 20 questions based on the three components of attitudes (affective, behaviour, cognitive) were distributed. To analyze the data, the researcher used t-test computation and the precentage. The stastitical data in the research result data showed that the mean score of pre-test was 60 and post-test was 80. From this result the researcher found that the t-score (13,032) > t-table 5% (2.064) or 1% (2.781). It can be concluded that the Null Hypothesis (H0) was rejected and the Alternative Hypothesis was accepted. The students taught by Guided Questioning technique have better ability in writing recount text than those taught by Guided questioning technique in the term of content, organization, grammar, vocabulary, and mechanics. It can be concluded that Guided questioning technique gave very significant effect to teach writing recount text because it developed significantly the students’ ability in writing recount text; also it affected positively their affective and cognitive attitudes. So, it is suggested that English teacher should apply Guided Questioning Technique to teach writing recount text.

Keyword

a

Reference

PUBLISHED

2016-01-19

JOURNAL

Simki-Pedagogia

ISSN

2599-073X

ISSUE

Download PDF

Download PDF Kembali Home