Wiliyanti (2006) conducted a recount text writing test to one of the classes of the second year students of SMPN 1 Terbanggi Besar Central Lampung. The result showed that many students could not express their ideas in written form although they might know what would be written. They still could not understand or create a recount text although the teacher had explained it. Wiliyanti (2006: 40) reported that there were still some grammar mistakes or inappropriate vocabulary use. Most of the students were also not able to construct sentences in past tense and arrange the sentences coherently.
In line to this, Yuniarsih (2008: 65), found that many students could not express their idea smoothly in written form. Although they had been given a topic to write, they could not automatically start their writing assignment. In other words, although they have written several lines, they mostly find difficulties on how to continue their writing. These frustrate the students and as the result, they tend to stop their writing. This is because they do not know specific technique that can guide them in developing their ideas and put them in written form.
Furthermore, Juwitasari (2005: 2) adds that nowadays, many English teachers still concern on teaching writing theoretically. The students are not encouraged to apply the theories given by the teacher on the paper. They almost never get writing exercises. It makes the students always confused when they are asked to write. Many English teachers still teach writing in conventional way and seldom use media and technique in teaching writing text (Noprianto, 2007: 59). Consequently, the students would easily get bored in writing class and thought that writing is boring and difficult activity to learn. The fact proves that writing is still difficult for the students besides other skills.
Kartiningsih (1997) conducted research to explore how guided writing in the form of guiding questions can develop the students’ ability in writing. From the study, she only focused on the ability of the students of Vocational High School in writing letter, and she found that guided writing can develop the students’ ability in writing letter. She used a small group of students containing ten students as the sample of the population while the researcher is going to apply this technique in how to write a recount text for the second year students of SMP and the sample taken was more than thirty students. The researcher chose recount text since, based on the School Based Curriculum, one of the objectives of teaching is that the students have to be able to understand and create a recount text cohesively based on the social function and generic structure of the text. Another reason is that recount text is assumed to be appropriate with guided writing in the form of guiding questions.
Considering to the importance of recount text for the students to master, it is very important for the teacher to apply the best way to teach recount text in order to achieve the objectives stated on the curriculum. Referring to this, Wilkins (1983: 14) states that students’ learning depends on the effectiveness of the teacher techniques. Therefore, the use of various teaching techniques is necessary for motivating students to learn English, as well as for adjusting the material and avoiding the students’ boredom. By mastering a good technique, the teacher will be able to perform well in the teaching learning process and simultaneously will be able to achieve the target.
Concerning the problems that the students faced when they tried to express their ideas into written form, a teacher should choose an appropriate technique in teaching recount text writing. One of the techniques which can be applied in teaching recount text writing is Guided Writing in the form of Guiding Questions. The researcher chose guided writing in the form of guiding questions as a technique to develop the students’ ability in writing recount text because it gives the opportunity for the students to develop their own idea freely by answering the questions given by the teacher. The researcher believed that by giving them such questions as a guide, then, the students follow the questions while they are writing, they will express the idea in form of writing easily and their piece of writing will be better organized. The assumption above supports Raimes (1983: 101) who states that the guiding questions are used to allow students a little more freedom in structuring sentences. Carefully constructed questions will produce a coherent text.
In other words, the writer conducted guided writing in the form of guiding questions as a method in developing the students’ ability in writing recount text. Therefore, the research is entitled “Developing the Second Year Students’ Recount Text Writing Ability through Guiding Questions Technique at SMPN 1 Terbanggi Besar Central Lampung.”
Based on the descriptions above, the writer used guided writing in the form of guiding questions to develop the students’ ability in writing recount text. He assumed that guided writing in the form of guiding questions would help the students arrange their ideas coherently. And the problems faced by the students when they do not know what they are going to write, would be solved since the questions made before writing flow coherently from the beginning to the end of the writing. Hereby, the research was focused on the students’ recount text writing ability.
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In line to this, Yuniarsih (2008: 65), found that many students could not express their idea smoothly in written form. Although they had been given a topic to write, they could not automatically start their writing assignment. In other words, although they have written several lines, they mostly find difficulties on how to continue their writing. These frustrate the students and as the result, they tend to stop their writing. This is because they do not know specific technique that can guide them in developing their ideas and put them in written form.
Furthermore, Juwitasari (2005: 2) adds that nowadays, many English teachers still concern on teaching writing theoretically. The students are not encouraged to apply the theories given by the teacher on the paper. They almost never get writing exercises. It makes the students always confused when they are asked to write. Many English teachers still teach writing in conventional way and seldom use media and technique in teaching writing text (Noprianto, 2007: 59). Consequently, the students would easily get bored in writing class and thought that writing is boring and difficult activity to learn. The fact proves that writing is still difficult for the students besides other skills.
Kartiningsih (1997) conducted research to explore how guided writing in the form of guiding questions can develop the students’ ability in writing. From the study, she only focused on the ability of the students of Vocational High School in writing letter, and she found that guided writing can develop the students’ ability in writing letter. She used a small group of students containing ten students as the sample of the population while the researcher is going to apply this technique in how to write a recount text for the second year students of SMP and the sample taken was more than thirty students. The researcher chose recount text since, based on the School Based Curriculum, one of the objectives of teaching is that the students have to be able to understand and create a recount text cohesively based on the social function and generic structure of the text. Another reason is that recount text is assumed to be appropriate with guided writing in the form of guiding questions.
Considering to the importance of recount text for the students to master, it is very important for the teacher to apply the best way to teach recount text in order to achieve the objectives stated on the curriculum. Referring to this, Wilkins (1983: 14) states that students’ learning depends on the effectiveness of the teacher techniques. Therefore, the use of various teaching techniques is necessary for motivating students to learn English, as well as for adjusting the material and avoiding the students’ boredom. By mastering a good technique, the teacher will be able to perform well in the teaching learning process and simultaneously will be able to achieve the target.
Concerning the problems that the students faced when they tried to express their ideas into written form, a teacher should choose an appropriate technique in teaching recount text writing. One of the techniques which can be applied in teaching recount text writing is Guided Writing in the form of Guiding Questions. The researcher chose guided writing in the form of guiding questions as a technique to develop the students’ ability in writing recount text because it gives the opportunity for the students to develop their own idea freely by answering the questions given by the teacher. The researcher believed that by giving them such questions as a guide, then, the students follow the questions while they are writing, they will express the idea in form of writing easily and their piece of writing will be better organized. The assumption above supports Raimes (1983: 101) who states that the guiding questions are used to allow students a little more freedom in structuring sentences. Carefully constructed questions will produce a coherent text.
In other words, the writer conducted guided writing in the form of guiding questions as a method in developing the students’ ability in writing recount text. Therefore, the research is entitled “Developing the Second Year Students’ Recount Text Writing Ability through Guiding Questions Technique at SMPN 1 Terbanggi Besar Central Lampung.”
Based on the descriptions above, the writer used guided writing in the form of guiding questions to develop the students’ ability in writing recount text. He assumed that guided writing in the form of guiding questions would help the students arrange their ideas coherently. And the problems faced by the students when they do not know what they are going to write, would be solved since the questions made before writing flow coherently from the beginning to the end of the writing. Hereby, the research was focused on the students’ recount text writing ability.
Download full skripsi
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