CHAPTER II

REVIEW OF RELATED LITERATURE

A. Guided Question Technique

1. Definition

Guided Question is a technique conducted by giving students

questions in order to direct them in learning. According to Rob Traver

(1998:70) Guided Question is the basic question that directs students for

understanding. Its means that students’ ideas in writing can be directed

through Guided Question that serve as an outline of written text. This outline

can help guided the students through a logical development of ideas.

Elizabeth Shaunessy (2005:52) explained in her conclusion book that

Question Technique can be used from elementary through the college levels to

stimulate higher level thinking skills, which are critical to the cognitive

development of gifted students.

Furthermore, Imelda Wardani at all (2014:3) said that the Guided-

Question is which is used in teaching writing. This technique helps the

students produced their writing ability by answering the questions based on

the topic. It is exploring their topic and some questions to the students and

then, the students can start their paragraph on writing based on the answer

question.

8
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The teacher can direct students’ writing by giving 5W+1H question

(What, why, where, who and how) to generate ideas and details especially

when the writes are going to write an events or story (Taylor, 2009:27). Then

the writer can think about the answer of each question and decide what

information would be the most important to the readers that should be written

on the paper. When the students answer the question, those answers can be an

outline of their writing before generating into a paragraph.

Moreover, Brown (2004), stated Guided Question is a series of

question that essentially serve as an outline of the emergent written text. The

outline helps the students through presumably logical development of ideas

that have been given some forethought.

Wragg (2001:7) explained that, function of why do teachers ask the

question for the students: first, To arouse interest and curiosity concerning a

topic. Second, To focus attention on a particular issue or concept. Develop an

active approach to learning. Third, To stimulate pupils to ask questions of

themselves and others. Fourth, To structure a task in such a way that learning

will be maximized. Diagnose specific difficulties inhibiting pupil learning.

Fifth, To communicate to the group that involvement in the lesson is

expected, and that overt participation by all members of the group is valued.

Sixth, To provide an opportunity for pupils to assimilate and reflect upon

information. Seventh, To involve pupils in using an inferred cognitive

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operation on the assumption that this will assist in developing thinking skills.

Eight, To develop reflection and comment by pupils on the responses of other

members of the group, both pupils and teachers. Ninth, To afford an

opportunity for pupils to learn vicariously through discussion.

2. Writing Though Guided Question Technique

Taylor (2009:22) stated that a good question is one of which open up a

useful ideas and information and some good question may help to find it out,

these question word are ‘what, who, whom, where, when, why, how, to what

extend’, how far, and which. He also explained steps in implementing of

guided question as follow: First, Choose the topic that interested by the

students. This stage, the teacher give one topic for the students developed

into paragraph, such a topic is more likely to be one about which you might

already have a few questions or idea. Its means, the topic that will be written

should be prepared by the students. Second, ask the question. The teacher

asks some question to the students related to the topic given by the teacher

before, such as use what, who/whom, where, when, why, and how. Third,

answer the question. Answer the question which has been prepared based on

their experience in form of lists or no more than a sentence or two.

Discussing the topic and the question with friends is very useful at this stage.

Then, develop into paragraph. After the students get the answer of the some

questions, guide them to develop the sentence into paragraph with move from

one group of student to other group. Last step is final work. Ask them to
 11

revise the paragraph and generate the organization based on the recount text

and re-write into a final draft.

This procedure related with type of question by Elizabeth (2005:29),

like follows:

Steps Guided Focus the Question based on Elizabeth (2005:28)

Question based on
Taylor (2009:22)
Choosing a topic Receive the topic by the teacher
Asking Question The teacher give sets of question contains the
information that should present in generic
structure of recount text like use type of question
such as Factual Question, Evaluative Questions,
and Interpretative Questions: this types of
questions always use 5W+H to get information
about the topic gives by the teacher before.
Answering the This stage, each group of the students should
Questions answer the question with the personal
experiences and attitude.
Writing the The teacher guide for conducting discussions
Paragraph
Revising The teacher and the students evaluate the
students work.

This procedure can be concluded that, to apply Guided Question in

teaching writing, the teacher should prepare a topic that interest for the

students. Then, the teacher asks to the students to answer the question related

to the topic based on the sets of question gives by the teacher before. After

they get answer the question the teacher guides them to develop their answer

into good paragraph with the generic structure of recount text. The last stage,

the students and the teacher should revise or evaluate the students’ work.
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3. Characteristic of Guided Question Technique

Guided question technique has its own characteristic of question that

differs from other types of question, because not all type of questions are

kind of the questions in guided question technique (Traver, 1998:2). He

classified four characteristics of question that is used in guided questions

technique, they are:

a. Open-ended yet focus inquiry on specific topic. Its means that guided

question should be open-ended to give opportunity for the students to

describe what they understand to the question.

b. Guided question are non-judgmental but answer them requires high-level

cognitive work, such as the development of a rich description, model,

evaluation, or judgment. According to Traver (1998:2) the question given,

should be able to direct the students’ thinking in organizing their ideas in

writing process.

c. Good guiding question contain emotive force and intellectual bite.

According to Traver, we can conclude that guiding question should be

able to encourage students’ thinking.

d. Guiding questions are succinct. In Oxford Dictionary, succinct defined as

“briefly and clearly”. Its means the question that given by the teacher

should not be long sentence and the questions should be clear and does

not make students confused in interpreting the question.

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He also explains, how educators do to write good guiding question.

The question should examine the topic, theme, or concept of the curriculum.

Begin to write question that you believe will cause the students to think about

the topic, but not dictate the direction or outcome of their thinking. When

generating guiding question, write several questions without paying too much

attention to how perfectly they fulfill the criteria of being non-judgmental,

open-ended, intrinsically interesting, and succinct. Rather, generate a list with

several candidate questions. Then begin to refine the list. It is difficult to write

more than two or three guiding question for curriculum because good guiding

question subsume other question.

4. Kinds and Types of Question

There are some questions can be used a guided question to direct

students in writing:

a. Kinds of Question

Based on Gardon Taylor (2009:27), to make interesting or significant

question which integrated in a coherent paragraph usually use different

kinds of questions, there are:

1. What

This question word has several functions. First, it can ask for a

connection between a name or word and object or phenomenon.

Second, it may ask a description of particular object, process or idea.

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Moreover, ‘what’ can be used to look for more generalized or

universal of definition and theories. Example: What is justice?

2. Who, whom

These two words are requests for an identification of people or

groups of people. ‘Who’ request the identity who do things for some

events, while ‘whom’ asks for the people who effected by an event or

action. The word whom can be follows by preposition to, for, by, with,

amongst. Example: Who was ultimately responsible for the

deportation of Jews in Vichy France to the Nazi death camps? To

whom does religious fundamentalism in the United States particularly

appeal?

3. Where, when

‘Where’ and ‘when’ is question words ask for the location, time

and duration of objects and events because every event has the setting

where and when it happened. This also can establish detail issues of

frequency, distribution, extent, regularly and other important topics.

Example: Where did Buddhism change as it travelled from India to

Japan?

4. How

‘How’ can be interprets in a number of ways. First it can be asks

for a description of a process (rather than of an object or

phenomenon). Second, it can be a request for various feature or

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characteristic. Finally, it can be request for an explanation. Example:

How did Buddhism change as it travelled from India to Japan? How

does the structure of society contribute to adolescent delinquency?

How are certain aspects of social structure affected by the physical

environment in which a society lives?

5. Why

‘Why’ is a request for an explanation, and, very often, a theory. It

can be several ways. First, it can be used for asking causal

explanations which means the causes of some phenomenon. An

explanation which is acceptable to the department of linguistics in one

university or college might be discouraged in the linguistics

department of another. Some of the commoner types of explanation

are the following.

a) Causal explanations – what were the causes of some event or

phenomenon? For example, ‘Why did a militant movement

advocating votes for women emerge in England during the

Edwardian era?’

b) Purposive explanations – what were the reasons, aims,

purposes or intentions of those responsible for some action,

event, phenomenon, etc? For example, ‘Why have social

 16

anthropologists traditionally paid so much attention to the

study of kinship?’

c) Functional explanations – what function does something have,

or what role does it play, within a larger system of which it is a

part? For example, ‘Why does the tone of voice change so

often and so dramatically in T. S. Eliot’s The Waste Land?’

d) Structural explanations – what abstract and universal rules,

codes or laws account for the relations between features of a 32

– Reflection: asking questions and proposing answers system,

and which of these rules generate its structure? For example,

‘Why is the industrial wealth of the First World inseparable

from the rural poverty of the Third World?’

e) Deductive explanations – what combinations of conditions or

premises allow us to infer a logical conclusion? For example,

‘Why are utilitarian committed to opposing capital

punishment?’

This is not complete question word, but the researcher will be focus on

six questions above. In this research, the researcher will use some of question

to guide the students in writing recount text like follow:

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WH Question Functions
When? Asking about time
Where Asking about place
Who Asking about person or topic
What Asking about manner
How Asking about object/ idea/action

b. Types of Question

E.C. Wragg and G. Brown (2001:16) classified as predominantly one

of three types of question:

1) Conceptual questions concerned with eliciting ideas, definitions

and reasoning in the subject being studied. Example: ‘Why have

you put cats and dogs in the same category?’, ‘What do you call

animals with and without bones?’ or, ‘This animal lays eggs, so

why have you put it into the mammals group?’, then these would

all be conceptual questions, aimed at helping the pupil grasp some

of the key features, like vertebrate/invertebrate, of an animal

taxonomy. The process of thinking about correct and incorrect

answers should help pupils formulate, or clarify the relevant

concepts.

2) Empirical questions requiring answers based on facts or on

experimental findings.

3) Value questions investigating relative worth and merit, moral and

environmental issues.
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Elizabeth (2005:29) also explained that program as ideal models for

using questioning techniques. There are three type of question based on

the JGB (Junior Great Books):

Table 2.1
Type of question based on the JGB (Junior Great Books):
Factual questions Factual • Who?
questions are convergent • Where?
questions that can be answered • When?
“directly from information
supplied in the story”
Evaluative questions ask • What do you think about this
students to consider their story?
personal experiences and •Do you disagree or agree with?
attitude. The question relies on •Would you have made the same
the students’ knowledge of the decision in these circumstances?
story, but they need not refer • Have you ever experienced the
directly to the story to respond. character’s feelings? When?
• What did you think this story
was going to be about?
• What do you think about the
ending?
Interpretive questions, the type •Can you support your opinion
emphasized and used the most in with a reference to the text?
the JGB program, require • Where else in the passage does
divergent thinking by “using the the author also suggest that . . . ?
reader’s intuitive powers and • According to the author of this
information from the story”. The passage, should . . . ?
program has guidelines for
conducting discussions,
beginning with teacher-
developed clusters of basic,
interpretive questions to generate
debatable discussion among
students
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Taylor (2009:139) said that implication of using guided question to

look backwards, forwards, or more generally around you, and to establish a

context in which your answer can be placed.

From the explanation above, it can be conclude that in teaching

writing recount text by using guided question technique can be way to help

the exploring their topic in writing skill. The teacher is not enough just asking

students to write down recount text based on the topic given. The teacher

gives the students set of question which the answer can lead them to construct

recount text. The answer of the question will inspire students’ imaginations

that lead more powerfully creative stories.

5. Advantages and Disadvantages

Guided question technique before doing writing activity will have some

advantages as follow:

1. The advantages of using guiding question technique in teaching writing,

they are:

a. Guide Question move the writer from observing simple physical

details to discovering complexities inherent the topic and its

environment. It’s means, Guide Question encourage the writer or to

check the writers’ understanding about a topic and see it form

differently.
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b. It can minimize mistakes by the students when they write. The writer

can generate materials of writing, because Guided Question will help

the students to generate the generic structure of the material in

learning process, especially in writing recount text. The students will

easy to determine generic structure like recount using simple past,

language features, and also Orientation, events or re-orientation.

c. The students will not be confused about what they are going to write

because they are guided to write by answering the questions related to

the topic.

2. The disadvantages of using guiding questions technique in teaching

writing, it may be difficult to apply the guide writing process in big

group. It is difficult for the teacher to handle the students in big group.

This advantages correlated with the aim of curriculum 13 (K13).

Curriculum 13 hope teaching and learning English can improve the students

learning activities, like the students have to know what is recount text,

function, generic structure, language feature, and also hope the students can

write recount text with grammatical of the text.

Beside advantages and disadvantage above, the specific purpose of

Guided Question in teaching process is to facilitate or to improve the

students’ ability in writing recount text with good of the grammatical rule.
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B. The Nature of Writing

1. Definition

Writing is the productive skill in the written mode. The process of

writing is sharing information, massage, ideas, or thoughts in grammatically

correct sentence. Writing is one of four language skill is considered a difficult

skill and it is also a difficult subject in the school. It is because students have

to produce a text by using English correctly according to the grammatical

correctness. Writing involves all aspects of language such as: grammar,

vocabulary, word order spelling and logical arrangement of ideas.

There are some meanings of writing. Many experts have proposed the

definition and explanation of writing. Ann Browne (2007:81) stated that,

writing is a complex activity which involves many skills. It can be conclude

deciding what wants to write, how best to say it and how to put these ideas

into paper in a way that is intelligible to others.

Writing consists of paragraphs which are grammatically correct and a

paragraph consists of sentences. It means, the writing as a productive skill

aims at helps students in expressing their idea written. Therefore, the students

must have extensive knowledge if they want to write something. Writing

means of communication, to convey message, ideas, and feeling in written

form.
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Furthermore, Diana Hanbury King (second edition: 2) states that

writing skill is comprehensive writing program for beginning, struggling, at-

risk, or reluctant writers. Besides writing skill provides special instruction in

spelling, handwriting, and keyboarding and addresses important skill that

many writing curricula take for granted.

In addition, Brown (2001: 336) identifies writing as the process of

putting ideas down on paper to transform thought into words, to sharpen your

main ideas, to give them structure and coherent organization. It means that

writing makes words permanent and it can be expand the collective memory

of their past event. This theory support by the purposes that his explained for

writing it can be used to persuade, to suggest and indicate appropriate

behavior and responses, to express one’s individuality and to question.

Firdani’ and Siti Sarah Fitriani (2017:41) explained that writing is the

way of students to expressing their idea, though and experiences to other in

written forms. In writing process, students have to create their ideas into

sentences or paragraph clearly.

In generally writing is a toll for clear thinking, for sharpening our

awareness of the realities around us, for solving problems and shaping

argument and for developing knowledge. Also writing need some mental
 23

efforts that must be combine and arrange, without forgetting the linguistic

rule, the writing will be full of meaning.

2. Purpose of writing

When the students do writing activity, they have some purposes. They

have to consider the purpose of their writing since influence, not only to the type

of text they wish to produce, but including the language they use and the

information that they choose.

According to Nunan (1991:84), written language serves a range of

purpose in daily life, including the following:

a. Primarily for action

Public signs e.g. on roads an station, products label and instructions, e.g.

on food, tool or toys purchased, recipes, television and radio guides, bill,

menu, telephone directories, ballot papers, computer manual, monitors and

print outs

b. Primarily for information

Newspaper (news, editorials) and current affairs magazines, hobby

magazines, nonfiction books, including text books, public notes,

advertisements, political pamphlets, scholastic, medical, etc. report

guidebooks and travel literature.

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c. Primarily for entertainment

Light magazine, come stripes, fiction books, poetry and drama, newspaper

features, film subtitle, games, including computer games.

Finally, the writer conclude that when someone writer, he has hopefully

can express his own ideas or thoughts in correct form of written text which

has a well relation in each of paragraphs.

3. Process of Writing

Process of writing according to Harmer (2004:4) writing process is the

stages a writer goes through in order to produce something in its final written

form. This process may be affected by the content (subject matter) of the writing,

the type of writing, and the medium it is written, but in all of these cases it is

suggested that the process has four main elements:

a. Planning

Before starting to write, the writers plan what they are going to write.

When planning, writers have to think about three main issues. In the first

place they have to consider the purpose of their writing since this will

influence not only the type of text they wish to produce, but also language

used, and information chosen to include. Secondly, the writers have to

consider the audience they are writing for since this will influence the shape

of the writing and the choice of language whether it is formal or informal.

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Thirdly, the writers have to consider the content structures of the writing to

sequence the facts, ideas, or arguments which they have decided to include.

b. Drafting

Draft is a first 'go' text done on the assumption that it will be amended

later. A number of drafts may be produced on the way to a final version as the

writing process proceeds into editing

c. Editing (Reflecting and revising)

Once writers have produced a draft they then, usually, read through what

their have written to see where it works and where it does not. Reflecting and

revising are often helped by other readers (or editors) who comment and make

suggestions. Another reader's reaction to a piece of writing will help the

author to make appropriate revisions.

d. Final version

Once writers have edited their draft, making the changes they consider to

be necessary, they produce their final version. This may look considerably

difference from both the original plan and the first drafts, because things have

changed in the editing process. But the writer is now ready to send the written

text to its intended audience.

However, the process of writing is not linear but rather recursive. This

means that writers plan, draft, and edit but then often re-plan, re-draft, and re-

edit. The process wheel below clearly shows the many directions that writer
 26

can take. Only when the final version really is the final version has the process

reached its culmination.

Accordingly, Harmer (2004: 6) also represents a writing process as a

process wheel. The figure of process wheel is as follow:

Skema 1: The process wheels of writing suggested by Harmer (2004:5)

Based on the explanation above, the researcher summarized that process

of writing is important that must be the students know and do in writing to make a

good and coherent paragraph with the topic.

4. Aspects of Writing

In writing there are several aspects which should be considered by

students in order to write well. According to Jacob (1981), the components of

writing are content, organization, vocabulary, language use, and mechanics.

a. Content

Content refers to the substance of writing, the experience of main idea. i.e.,

group of related the statements that a writer presents as unit in developing a

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subject. Content of the paragraph do the work of conveying ideas rather that

fulfilling special function of transition, restatement, and emphasis.

b. Organization

Organization refers to the logical organization of content. It is scare more

than attempt to piece together all collection of fact and jumble ideas. It refers

to the arrangement of the sentences so that the paragraph can flow smoothly.

c. Vocabulary

Vocabulary refers to the selection of words which is suitable with the

content. Choosing the right words can lead the readers to better understanding

of the text.

d. Language use

The language use refers to the use of grammatical and syntactic pattern on

separating, combining, and grouping idea in words, phrases, clauses, and

sentences to bring out logical relationships in paragraph writing.

e. Mechanic

Mechanics refers to all the arbitrary “technical” stuff in writing: spelling,

capitalization, use of numerals and other symbols, etc.

5. Writing Assessment

In order to achieve the goal of teaching, whether the students are able

to write or not, the teacher has to do assessment. According to Javed (2013:

131) writing assessment of written literacy should be well organized and well
 28

managed to make it transparent and meaningful. To check the results of the

students’ score, the researcher will use scoring rubric based on the criteria

from Jacob et al. (1981:90).

To make the writing process communicatively, the writers are

expected to understand many indicators of writing. According to Brown

(1994: 342-343) that adopted from J.D Brown, 1991, there are six general

categories are often basis for the evaluation of student writing, they are:

a. Content related to: thesis statement, related ideas, development ideas

through personal experience, illustration, facts, and opinion, use of

description, cause-effect, and comparison-contrast, and consistent focus.

b. Organization related to effectiveness of introduction, logical sequence of

ideas, conclusion, and appropriate length.

c. Discourse related to topic sentence, paragraph unity, transition, discourse

makers, cohesion, rhetorical convention, reference, fluency, economy, and

variation.

d. Syntax

e. Vocabulary

f. Mechanics related to spelling, punctuation, citation of reference (if

applicable), and neatness and appearance. The categories of scoring these

aspects are:
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Table 2.2:
Indicator and score of writing based on Brown

Aspects Score
Content 0-24
Organization 0-20
Discourse 0-20
Syntax 0-12
Vocabulary 0-12
Mechanics 0-12
Brown Score: 1994: 342-343

C. The Nature of Recount Text

1. Definition

Recount text is one of text types that should be learned by the students.

It also has been included in the 2013 Curriculum, especially for second grade

students of junior high school. Here, in junior high school, recount text for

instance can be applied in students’ daily activities. Recount is speaking or

writing about past events or a piece of text that retells past events, usually in

the order which they happened. The aim of the text is retell the past event or

to tell someone's experience in chronological order. The focus of recount text

is to reconstruct past experience on a sequence of events, all of which relate to

a particular occasion. According Fauziah Ratna Hapsari (2015:142) said that,

recount text is a text containing past events or experiences. Recount text is a

text type of text that retells the past experiences chronologically in order to

inform or entertain the readers.

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Suryadi (2017:120) explains that recount text is a form of text that to

tell experiences or events n the past in chronological order in sequence. So,

the recount text tried to give description to other people that occurred in the

past.

The purpose of recount text is usually about the retell past events and

or activities such as interesting experience, diary, historical, events,

biography, autobiography, personal letters and also need to know the

characteristics of each text by paying attention to the generic structure and

language features. Based on Ken Hyland the purpose of recount is to construct

past experiences by retelling events in original sequence.

In conclusion, recount text is recount can also be simply defined as a

text giving information about activities that happened in the past, in other

words, it is used to retell the events. The purpose is to retell the events in

order to inform the readers. This kind of this text is usually about past events

and or activities such as interesting experience, diary, historical events,

biography, autobiography, and personal letters.

2. Type of Recount Text

Recount text is never completely individual or original, they always

relate in social environment. Because of that, there are some types of recount
 31

text based on thesis Suryadi (2017:120), she explained some types of recount

text, there are:

a. Personal Recount

Personal recount is retelling an activity that the researcher has been

personally involved in and may be used to build the relationship between

the researcher and the reader. E.g.: anecdote, diary, journal, personal

letter.

b. Factual recount

Factual recount is reporting the factual of an incident by reconstructing

factual information. Usually, factual recount is biography, autobiography

and history.

c. Imaginative Recount

Imaginative recount is applying factual knowledge to an imaginary

role in order to interpret and recount events. Imaginative recount is

imaginative of person mindset to imagine their live.

d. Procedural recount

Procedural recount is recording the step in an investigation or

experiment thereby providing the basis for reported results or findings.

e. Literacy Recount

Literacy recount is to retell series of events for the purposes of

entertaining.
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3. Language Features of Recount Text

Recount is one of the kinds of texts which retell pas event. There are

language feature of recount text:

a. Using the simple past tense, past continuous tense, past perfect tense, and

past perfect continuous tense.

b. Using temporal sequence, e.g. On Saturday. On Monday, On Sunday.

c. Focus on specific participant, e.g. I (the writer).

d. Using the conjunctions, such as: then, before, after, etc.

e. Using action verd, e.g. went, stayed.

4. Generic Structure of Recount Text

Genre can be recognized from three rhetorical structures. There are

generic structures of recount text:

1. Orientation

Provide the setting and produces participants. It provides information

about “who”, “where”, and “when”.

2. Events

Telling what happened, present event in temporal sequence. It is usually

recounted in chronological order. Personal comment and evaluative

remark, which are intersperse throughout the record of events.

3. Re-orientation

Optional-closure of events. It is “rounds off” the sequence of events.

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Table 2.3
Example of recount text
Orientation Visiting Bali
There were so many places to see in Bali that my
friend decided to join the tours to see as much as
possible. My friends stayed in Kuta on arrival. He
spent the first three days swimming and surfing on
Kuta beach. He visited some tour agents and selected
two tours. The first one was to Singaraja, the second
was to Ubud.

Events On the dat of the tours, he was ready. My friend and

his group drove on through mountains. Singaraja is
city of about 90 thousands peoples. It 9is a busy but
quiet town. The streets are lined with trees and there
are many Old Dutch house. Then they returned very
late in the evening Kuta. The second tour to Ubud
was different tour. It was not to see the scenery but to
see the art and the craft of the island. The first stop
was at Batubulan, a center of stone sculpture, there
may friend watched young boys were carving away
at big blocks of stone. The next stop was Celuk, a
center for silversmiths and goldensmith. After that he
stopped a little while for lunch at Sukawati and on to
mass. Mass is a tourist center.
Re- My friend ten-day-stay ended very quickly beside his
Orientation two tours, all his day was spent on the beach. He
went sailing or surfboarding every day. He was quiet
satisfied.

D. Teaching Writing Recount Text by Using Guided Questions

In teaching recount text using guiding question technique, the researcher

follows the following procedures:

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a. Pre-writing Activity

1) The teacher explains what recount text is, and also explains the part or

generic structures of recount text that the students must write in a

paragraph

2) The teacher decides a topic to be given to the students

3) The teacher gives the students some questions related to the topic

4) The teacher gives an example of recount text based on the question as

the model for the students

b. Writing Activity

1) The teacher asks the students to write their own recount text

2) The students begin to write a recount text by answering the questions

given by the teacher

3) While the students are writing, the teacher moves among the, gives

assistance and guidance as required

c. Re-write Activity

1) Collecting the student’s work, monitoring and marking their work one

by one right way, writing the comment and suggestion underneath

2) The teacher asks the students to do their final revision and collect their

work.

According to Reid (1982:49), once decided on a topic for essay

writing, asking themselves questions often helps to plan the idea and the
 35

structure of the essay. Questions to ask to gain to information about a topic

include.

1. Who : am I writing about? Person or group persons? Subject?

2. What : am I writing about? An event, problem, belief, process, or

comparison?

3. When : am I writing about? A contemporary person, event, or

situation? The past? The future?

4. Why : am I writing about a persons, place, event, problem or belief?

Why did the event occur? Why did the problem arise?

5. Where : are the people? Where did the event take place? Where does

the problem exist?

6. How : is the person involved? How did the event or situation begin?

What are the results? What will be the results? Can the results be

changed? Do I want them changed?

He said that, as begin essay writing, you may begin with a general

subject and then narrow to more specific details or you may begin with a

single idea and broaden it into a thesis statement.

 36

Here example of some questions that can lead the students to write a

recount text and the recount text that might be produced based on

Yulianingsih (2017:27) like follow:

Table 2.4
Example Recount Text by Using Guided Question
Part of recount Text and Example of Recount text
List of Recount Text
Orientation: When I was in Junior High School, I
1. What is your joined the club because I love sport. I had
unforgettable football on Sunday mornings. One day, my
experience? football club joined a football competition.
2. When did it happen?
3. Where did it
happen?
Events: There were eight clubs joining the
1. What happen first? competition. At first, our club won the
2. What happen next? match. Then, we had to defeat one club to
3. What happen last? get to the final. Fortunately, we won again.
Use “connecting word” After those two matches, we had lunch in
to show the order of cafeteria. We were so impatient to play n
events. the last game. It was the hard one because
our opponent was very strong. Finally, we
won the game with a nice score of 3-2.
Re-orientation: We were so tired. However, we were
1. What was the last happy and proud to be the winner of the
thing that happened? competition. It was a very interesting
2. How did it finish? competition in my experience.

The other researcher that also done implementing guided question in

teaching recount text is Amelia (2017: 85), some of question used are as

follows:

Topic : Visiting My Grandmother’s House

Questions :
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1. When did you visit her/his grandmother’s house?

2. How did you go there?

3. How long did you go there?

4. How was the view of the house there?

5. How many things do you at her/his grandmother’s house?

6. What did you do when she/he arrived? (the first time)

7. What were the next things that you did there?

8. How did you feel about the day?

Example:

Table 2.4
Example Recount Text by Using Guided Question

Visiting My Grandmother’s House Generic

Structures
Last week I went to my grandmother’s house in Dukuh Orientation
Ketuk Village. I went there by bus in the morning. It took
about 1 hour and 20 minutes until we got there. The
scenery is beautiful. There is popular river. The Popular
river is Katalanji.
When I arrived, I immediately went to grandmother’s Events
rice field. The scenery was very beautiful and made me
enjoy. Then, I halped my grandmother to plant it well.
After that, we returned home and then had a lunch. The
next morning my grandmother asked me to visit
Katalanji river. When we arrived, I was very surprised.
The water was clean, the temperature was cool and there
were many trees surrounded the river. She also asked me
to see the Canaries at the tree beside the river. When we
finished, we walked around and went home.
Unfortunately, I only have 2 spends the holidays at my Re-Orientation
grandmother’s house. After we had lunch, I accompanied
my grandmother to go to the station to return home. It
was the most memorable day for me.
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E. Review Relevant of Study

There are many researchers whose study about guiding question as a

technique of language learning. This researcher has been conducted by the

researchers. Some researchers have done research about effect of Guided

Question towards students writing ability.

The firs researcher was Amalia (2017) entitled her The Effect of Guided

Question Technique on Students’ Writing Skill of Recount Text. This research

was done at the eighth grade students of MTsN 13 Jakarta. She used Guided

Question. This research aim to know does Guided Question Technique give

significant effect on students’ writing ability of recount text. . From her research,

the result showed that post-test score was better than pre-test score. It could be

seen from the pre-test score was 61,28 and the post-test score was 70,28. The

difference between pre-test and post-test was 34.11. There was a significant

increasing of the score result.

From the result above, it could be concluded that there was any

improvement students’ ability in writing recount text, after the students got

Guided Question Technique. Then, in her research, the students were more active

in the learning process. She also said that Guided Question Technique was the

effective towards students’ ability in writing recount text.

Mariana Ningrum (2015), also conducted her research The effect of using

Guided Question Technique To The Students Writing Ability On Recount Text

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At Tenth Grade Students Of SMAN 4 Kediri In Academic Year 2014-2015. The

result of the study While after using Guided Question Technique the students’

mean score of post-test 80 is higher than the mean of pre-test 60. It means that

after using Guided Question Technique, the students who were less of

vocabulary, structure, and grammar. It also helped the students to write recount

text properly. The students taught by Guided Question Technique have better

ability in writing recount text that those taught by Guided Question Technique in

term of content, organization, grammar, vocabulary and mechanics.

It can be conclude that Guided Question Technique gave very significant

effect to teach writing recount text, because it developed significantly the

students’ ability in writing recount text, also it effected positively their effective

and cognitive attitudes. So, it is suggested that English teacher should apply

Guided Question Technique to teach writing recount text.

F. Conceptual Framework

This research will be conducted to solve students’ problem in writing skill

through Guided Question technique. This technique will be will be able to

improve students’ writing skill. In this research are two classes involved, the

experimental class and control class. The experiment class will be teach by using

Guided Question technique and control class will teach without Guided Question

technique, the result score of both classes will be compare and hopefully Guided
 40

Question technique will give a significant effect toward students’ writing ability

at class VIII of Junior High School 5 Payakumbuh. Based on the fundamental

concept of this research, the researcher describes the framework of this research

as follow:

The conceptual framework is shown as follow:

Teaching Students’ Problem:

Writing
1. The student had lack motivation to write
2. The students’ writing is not comprehensible
3. There are many errors in vocabulary and
spelling
4. The students had difficulties in generating
their idea into written text
5. The teacher did not used interested
Control Experimenta technique
Class l Class

Conventiona Guided Question 1. Choose the topic that interested for the
l technique technique students.
2. Asks the question related to the topic.
3. Answer the question based on their
experience in form of lists or no more
1. Teacher asks Students’
than a sentence or two
Students to Writing Skill
4. Develop into paragraph
make some
groups 5. Final work. Ask them to revise the
2. Teacher asks Compare paragraph and generate the
Students to organization based on the recount
discussion text and re-write into a final draft.
about the Result
topic
3. Teacher asks
Students to
make a
paragraph
with their
experience
 41

G. Hypothesis

It is hypothesized that the use of guided writing technique in English

teaching and learning process will give significant effect on students’ writing

ability especially in writing recount text.