CHAPTER II

THEORITICAL FRAMEWORK

In this chapter, the writer presents some terms, such as: definition of

reading, writing skill, genres of writing, the purpose of writing, micro and

macro skill of writing, the process of writing, teaching writing, definition of

recount text, types of recount text, generic structure of recount, language

features of recount, definition of guided question, kinds of question, teaching

writing by using guided question and the previous study related with this study.

A. Writing

1. The Definition of Writing

Writing is an important part in life, whether in everyday life, workplace or

school because it can be used as a tool for communication. Through writing,

people can express their ideas, feeling, and expression or sharing something to

others in a written form.

Talking about writing, there are many definitions of writing that can be

found. According to Raymond (1980: 2) “writing is a way of remembering and

thinking”. Through, writing people need to recall what in their memory is

about and what they are going to write. Beside it is a way of thinking,

according to Lunsford (2010: 23) writing makes people challenged to think

carefully about what writing is for and whom it will reach. It means that in

writing, people have to determine the purpose of writing itself and its audience.

Moreover, Langan (2006: 15) stated that writing can be defined as a process

of discovery. This means that people should explore their thoughts in writing.

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In exploring their thoughts, people use a series of steps to write. The step can be like a straight

journey until the writing is finished and also can be a zigzag journey. People may have an obstacle

in the middle of writing which makes them have to switch the direction or changing the idea of their

writing.

Based on the writing definitions above, it can be concluded that writing is a tool for

communication in a written form. Further, Khoiriyah (2014) stated that, “Writing is not an easy

work because exposing idea in written form should concern some writing aspects such as grammar,

vocabulary, mechanics, fluency and organization.”

As most of people know that there are several elements in writing that need to be considered and

pay attention more such as organization, mechanic, punctuation, clarity, and grammatical. Those

several elements are necessary to be mastered not only for the students but also for the teacher.

When people do writing, they need to think what they are going to write and determine the purpose

and their audience. In addition, writing also a process of discovery that makes people need to

explore their thought when they are writing.

2. Writing Skill

Siahaan (2008: 2) stated that Writing is one of productive skills in English. It is a skill of a writer

to communicate information to a reader. This means that the writer can communicate through a

written form. Writing skill is needed for people to get complete communication besides reading,

listening, and speaking skill. That is why writing skill important to be mastered.

In addition, writing skill is also related to the ability in applying the rule of language to the

written form. The rule of the language includes grammatical aspects, punctuations, the types of the

information, and the rhetoric that the writer conducts in a communicative event. The writer needs to

concern this ability in writing.

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Moreover, Richards and Renandya (2002: 303) cited that writing skill is a complex skill which

has to concern many aspects such us planning, organizing, spelling, punctuation, translating to the

readable text, word choice, etc. It also can be more difficult if the L2 learners’ proficiency is weak.

Furthermore, writing sometimes becomes frustrating for people because it is not easy to transfer

thoughts and feelings from one’s head into words. Langan (2006: 13) stated that even writing is

difficult, it can still be mastered by people with a hardwork because writing is a skill like driving,

cooking, etc. It is not an automatic process.

From the explanations above, the writer conclude that writing skill is one of the productive English
skills which is difficult to master because the writer needs to concern several things. They are planning,
organizing, spelling, punctuation, translating, word choice, language rule, etc. Even so, writing can be
mastered by working hard or practice because it is a skill not an automatic process.

3. Genres of Writing

Each type of writing has features that make it different from another. It is important for students

to know that writing has many genres. Brown (2003: 219) listed the list of written genres that

second language learners need to acquire as follow:

1) Academic writing

- papers and general subject reports

- essays, compositions

- academically focused journals

- short-answer test response

- technical reports (e.g., lab reports)

- theses, dissertations

2) Job-related writing

- messages (e.g., phone messages)

- letters/emails
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- memos (e.g., interoffice)

- reports (e.g., job evaluation, project reports)

- schedules, labels, signs

- advertisements, announcements

- manuals

3) Personal writing

- letters, emails, greeting cards, invitations

- messages, notes

- calendar entries, shopping list, reminders

- financial documents (e.g., checks, tax forms, loan applications)

- forms, questionnaires, medical reports, immigration documents

- diaries, personal journals

- fiction (e.g., short stories, poetry)

The first is academic writing. Oshima amd Hogue (2007: 3) this is kind of writing which is used

at high school and college classes. This is used to fulfill a requirement for high school or college

classes. This kind of writing is categorized as formal writing. It means that students should pay

attention to write complete sentences and organize them in a certain way.

The second is job related writing. This kind of writing is made for job necessity. Phone

messages, letters, emails, memos, and manuals are some examples of job-related writing. The last is

personal writing. It is a kind of writing that shows feeling, reactions, and experience that one has

ever had.

Furthermore, in personal writing, students should be understood about personal journals,

diaries, short stories, poetry, messages, greeting cards, and other that relates to personal writing.
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4. The Purpose of Writing

When students do their writing, they certainly have the purpose of their writing. The purpose is

used to describe what the writers hope to accomplish. Here are several kinds of purpose stated in

Miller’s book entitled Motives for Writing (2006: 47-569):

a) Writing to understand experience

Experience is something that happened to people’s life which are happy, sad, disappointing, and

others. Here the writers do not only write the things that happened to them but to underline what

point and what the important experience had been occurred. They should use the first person in this

writing because they tell about their own lives. Writing to understand experience has two goals. The

first, writers have a better understanding of themselves and readers become understand experience

distinct from their own.

b) Writing to report information

Information consists of data which are fact, inferences, and opinion. In this purpose of writing,

the writers draw on data to transfer information from one mind to another through language which is

written language.

c) Writing to explain information

Explaining information means the writers need to analyze or classify information, examine

causes and consequences, and define concepts. By viewing the information, it can be viewed in

more than one way because different writer comes to different conclusion.

d) Writing to evaluate something

Evaluation means thinking critically and determines the quality of what things which are judged.

It also determines something important, benefit, or worth. For example when people are trying to

convince themselves of something or people’s evaluation must convince someone else. They need to

define their assumptions, anticipate opposition, and draw conclusions.

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e) Writing to analyze text

This aims of writing is to analyze the text. There is no single correct of analyzing text. Different

writers can reach different conclusions when they analyze the same text.

f) Writing to persuade

This aim of writing is to persuade in an attempt to get someone to do something that the writers

want about themselves. This example of writing is when people want to apply job, propose

marriage, and argumentative.

g) Writing to amuse others

This writing aim is to bring pleasure to others for example by telling a joke or story which

makes someone pleased. This kind of writing is always there in a narrative text.

5. Micro and Macro Skill of Writing

In order to produce a good written product, students should have enough

background knowledge that relate to writing and the elements of it. Writing is similar with the

other skills which also have micro and macro skills. “The micro skills of writing apply more

appropriately to imitative and intensive types of writing task, while the macro skills of

writing are essential for the mastery of responsive and extensive writing task”, (Brown, 2003:

220).

1) Micro skills of writing

a) Produce graphemes and orthographic patterns of English.

b) Produce writing at an efficient rate of speed to suit the purpose.

c) Produce an acceptable core of words and use appropriate word order patterns.

d) Use acceptable grammatical system (e.g., tense, agreement, pluralization), patterns, and rules.

e) Express a particular meaning in different grammatical forms.

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f) Use cohesive devices in written discourse.

2) Macro skills of writing

a) Use the rhetorical forms and conventions of written discourse.

b) Appropriately accomplish the communicative functions of written texts according to form and

purpose.

c) Convey links and connections between events, and communicate such relations as main idea,

supporting idea, new information, given information, generalization, and exemplification.

d) Distinguish between literal and implied meanings when writing.

e) Correctly convey culturally specific references in the context of the written text.

f) Develop and use a battery of writing strategies, such as accurately assessing the audience’s

interpretation, using prewriting devices, writing with fluency in the first drafts, using paraphrases

and synonyms, soliciting peer and instructor feedback, and using feedback for revising and editing.

Thus, in writing, students should have enough background knowledge in

order to reach the goal, which is to produce a good written product. Those background

knowledge include micro and macro skills of writing which is essential to be considered and

understood by the students.

6. The Process of Writing

One of the important things in writing is its process. Writers need to concern process in writing in

order to make their writing well organized. These are several process in writing based on Lunsford’s

book entitled The St. Martin’s Handbook: (2010: 25-26)

a) Exploring
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Writers need to determine the topic by exploring it by choosing a topic, surveying what they know,

and determining what they need to find out. Writers can do this steps in several ways, they are

brainstorming, reading, free writing, browsing resources, and questioning.

b)Planning

In this step, the writers will be helped by making an organizational or an outline of their writing. It

can be started by writing their thesis statement and reviewing exploratory notes of the topic, then list

of examples or supporting ideas about the thesis.

c) Drafting

Even the writers have explored the topic, they would almost certainly discover more about it while

drafting. Maybe, they can turn back and revisit their plan, research, approach, audience or purpose. At

same point, the writers attempt an actual written draft.

d)Reviewing

Reviewing means that reading the writers draft with a critical eye and asking other to look over

their work to reassess the main ideas, organization, paragraph structure, sentence variety, etc.

e) Revising

Revising means involve reworking the writers draft on the basis of there view and making sure that

draft is clear an effective and includes all essential information.

f) Editing

Editing means checking details of grammar, punctuation, and spelling. They also do not forget to

proofread their writing to make it ready for publishing.

7. The Role of the Teacher in Teaching Writing

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Teachers have significant roles in the process of teaching and learning. It is also needed in the process

of writing. According to Harmer (2007: 330), there are three roles of English teachers in teaching

writing.
1) Motivator
As a motivator, an English teacher has to be able to motivate the students in writing tasks by creating

the right situation for generating the ideas, persuading them of the usefulness of the activity, and

encouraging them to make as much as effort as possible for maximum benefit.

2) Resource
The teacher needs to be ready to provide information and language where necessary to the students.

He or she must be available and well prepared to look at the students’ progresses, offer advice and

suggestions in a constructive and tactful way.

3) Feedback provider
As a feedback provider, an English teacher should give positive and encouraging responses to the

students’ writing. When offering correction, the teacher should choose what and how much to focus

on based on what the students need at this particular stage of their studies, and on the tasks they have

undertaken.
It can be inferred that helping students become self-sufficient, competent, and confident writers is not

an easy task, but it is easier to accomplish by recognizing the key roles as a teacher in the teaching

and learning process. The three important roles are the key point of the teachers to succeed the

teaching process especially in teaching writing. The success of teaching writing then depends on how

the teachers can play their three functions effectively. Therefore, it is very worth considering for the

teachers to combine these significances when they are teaching.

8. Types of Classroom Writing Performance

There are many types of writing performances in the classroom. Brown

(2001:343) divides a written performance into five kinds. The writing performances are as follows.

1) Imitative or writing down

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Students can attain fundamental skills in writing process through a simple task. This basic task of

writing letters, words, punctuation, and brief sentences can be done when they are producing a text.

The activity that may be involved in this type of writing performances is that the students simply

write down a written product on their own. They imitate the written product as a form of task to go

over their basic skills in writing.

2) Intensive or controlled

It is a kind of performances in which students must produce proper vocabulary in a certain context,

collocations and idioms, and correct grammatical features in the sentences. Although their creativity is

not allowed much, the students working on this type of performance can do another stimulating

creative activity by rewriting the paragraph of their recollection of reading.

3) Self-writing

This category gets the students to write the things on their own mind. Kinds of activities of this

category are note-taking, diary, and journal writing.

4) Display writing

Display writing is very useful for academic purposes. Written exercises, short answer essays and other

forms of writing in test situations are instances of display writing. They are kinds of activities when

students are asked to write for the sake of their teacher's assignment or fulfilling their duty in the

class.

5) Real writing

Real writing is one of writing performances in which the reader does not know the answer and

genuinely wants the information from the writer. For example, writing letters, filling a form and

writing a simple message all belong to real writing. Every beginner writer starts to write from the
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basic activity such as the imitative writing. This kind of activity gets the students to make letters,

words, and simple sentences. The next level of writing is intensive or controlled writing. This

activity focuses on grammar, vocabulary, or sentence formation, and not necessarily to convey

meaning. The activity in the next stages is more complex because it allows students to produce their

written products in the form of paragraphs or texts of several pages which require better skills than

the previous ones.

B. Writing Recount Text

In writing English, people need to concern about what the text they are going to write. There are

two categories of text. According to Mark and (1998: 21) they are literary and factual text. Literary

texts are used to tell people about human experiences, usually in imaginative way, while factual

texts are used to present information or ideas. One of the texts classified as a factual text is a recount

text which becomes main focus in this research.

Writing recount text is one of the objectives that should be reached by the students at the eighth

grade of Junior High School. It is stated in Standard Basic Competence of 2013 (2013: 70)

Curriculum that the students should be able to compile short and simple in oral and written recount

text about experience/activity/event by paying attention to the purpose, organization, and language

feature of the text accurately and contextually. This means that students should understand the text’s

term, purpose, organization, and language feature to make a good recount text.

1. The Definition of Recount

Mark and Kathy Anderson (1998: 24) stated that “a recount is a piece of text that retells past

events, usually in the order in which they occurred”. It means the text is based on a person’s story

in the past and written in sequence of the story happened.

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This text has its own purposes which are informing and also entertaining. Informing means by

writing the story, the writer can give the information to the reader, while entertaining is the writer

can amuse the readers by writing the story happened. It is like what Wardiman and friends (2006:

61) define that “recount text is a text that telling a reader about one story and the purpose is to

entertain or inform the readers.”

Moreover, Hyland (2009: 87) states that “the story recount has expressions of attitude and

feeling, usually made by the narrator about the events.” The one who has the story becomes the

narrator of the events. He/she expresses attitude and feeling about the event that written in the

sequence of the story.

From the definitions of recount text above, it can be assume that recount text is a text that tell

story in the past by expressing the writer’s attitude and feeling in the sequence of events in order to

inform or entertain the reader.

2. Types of Recount

According Watt et al (2011: 4), recount has three types. They are:

a. Personal recount

Personal recount is retelling an activity that the writer is involved in the story. It means that

the writer has experienced the story. A letter and diary can be classified as a personal recount.

b. Factual recount

A factual recount is reporting the details of the information or story that has happened. The

examples of factual recount are a science experiment, historical recount, a traffic or sport report.

c. An imaginative recount

An imaginative recount is a story that applies an imaginary role and details but it is presented

in a realistic context. The examples are A Day in the Life of an Ant, My Life as Roman Emperor.
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3. Generic Structure of Recount

People need to concern about generic structure of recount to make a recount text well

organized. Recount has three main sections. They are orientation, series of events, and re-

orientation and personal comment (optional).

a. Orientation

Orientation is an introduction or background information of the story. This part is always in the

first paragraph of the text. This paragraph can consist of one sentence but usually it consists of two

or three sentences. Moreover, this part needs the information of who is involved in the story, when

the event occurred, what happened, where the story took a place, and sometimes the reason was for

the event (why). This information is important to make the reader know what the writer wants to

retell.

b. Series of events

This part tells the series of events that happened in the past. This is arranged based on the

chronological order.

c. Re-orientation and personal comment

Re-orientation is optional part in recount. This part is usually written by rounding off the series of

events. It refers some of the information in the orientation of paragraph. Furthermore, the writer can

state his/her feeling or personal comment about the story occurred.

It can be concluded that the recount has three main sections. The first is orientation which is an

introduction or the background information of story. Then, series of events which are the events

happened in the story. The last is re-orientation. It is a conclusion of story that can be consisted of

the rounding off story and the writer’s personal comment.

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4. Language Features of Recount

According Priyana, et al (2008: 69) recount has several language features that make differences

with other texts. The language features include the following:

a. Nouns and pronouns are used to identify people, animals, or things involved in the story.

e.g. Mr. John, our family, she, etc.

b. Action verbs are used to refer to events. e.g. they walked, they jumped, they slept, etc.

c. Past tense is used to locate events in the writer’s time. e.g. he looked, he ran, he laughed,

etc.

d. Conjunctions and time connectives are used to sequence the series of events. e.g. then,

first, finally, but, etc.

e. Adverbs and adverbial phrases are used to indicate place and time. e.g. at the beach.

f. Adjectives are used to describe nouns. e.g. the winding track lead to the tumbledown

house.

5. An Example of Recount Text

Table below shows an example of recount text:

Table 2.1

The example of Recount Text

My Holiday Generic Structure
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Last week, I went to Mount Bromo. I stayed at my Orientation

friend’s house in Probolinggo, East Java. The house
has a big garden with colorful flowers and a small
pool.

In the morning, my friend and I saw Mount Batok. Series of Events

The scenery was very beautiful. We rode on
horseback. It was scary, but it was fun. Then, we went
to get a closer look at the mountain. We took pictures
of the beautiful scenery there. After that, we took a rest
and had lunch there under a big tree. Before we got
home, we went to the zoo at Wonokromo. We went
home in the afternoon.

We were very tired. However, I think it was really Re-orientation

fun to have a holiday like this. I hope my next holiday andpersonal

will be more interesting. comment

C. Guided Question Technique

1. Definition of Guided Question

Guided question is a teaching technique which is conducted by giving students questions in order

to direct them in learning. According to Traver (2015: 1), guiding question is “the basic question that

directs students for understanding.” It means that students’ ideas in writing can be directed through

guided question that serve as an outline of written text. According to Brown (2003: 235) this outline

can help guide the students through a logical development of ideas. Jeffrey D Wilhelm (2007: 8) in

her book A study Guide for Engaging Readers and Writers with Inquiry, he writes:

"Guiding questions create a clearly focused problem orientation for our studies that connects k ids to
socially significant material and learning. This in turn leads to exciting conversations that bring
together the students' lives, the course content, and the world in which we live as we consolidate
major concept, vocabulary, strategies and ideas”
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Moreover, this technique can help students do the first step in writing process. It is exploring their

topic in writing. Raymond (1980: 16) stated that questions can be a way to help exploring topic in

writing skill. Asking questions can be a way of playing with material before what you want to make

of its shape. In addition, teacher can direct students’ writing by giving 5 W and 1 H questions (what,

why, where, when, who and how) to generate ideas and details especially when the writers are going to

write an event or story. Then writers 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.

From the explanations above, it can be concluded that guided question is a teaching technique

which is used by giving the students 5W + 1H questions in order to direct students to generate their

ideas and details when they are writing an event or story. When students answered the questions,

those answers can be an outline of their writing before generating into a paragraph.

2. The Characteristic of Guiding Question

In order to avoid misunderstanding about guiding question with another type of question, it is

important to state the characteristic of guiding question. There are some characteristic of guiding

question that discriminated from ordinary question. Based on the Rob Traver (1998) in educational

leadership, there are four characteristic of guiding question, they are:

a. Open ended yet focus inquiry on a specific topic.

It is suggested for the teachers. When they would teach writing using guiding question technique,

the teachers should pay attention to the question used. Open and ended question would be give

opportunity for students to explain that they are understand or do not understand to the question given

by the teacher. So, true feeling and more accurate information would be gotten. Furthermore, the

questions must organizers and set the focus for the lesson or unit.
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b. Non-judgment but answering them requires high level cognitive work, such as the development of

a rich description, model evaluation or judgment.

The questions used by teachers should be able to direct the students thinking in organizing their

ideas in writing. In addition, the question must be delivered with a relaxed and fun. So, it is not

impressed require students to answer these questions.

c. Contains emotive force and is intellectually stimulating.
The questions used in guiding question should be able to stimulate students' thinking. The teachers

must be able to build students' understanding of how the ideas for writing. So that students feel that

writing is not a difficult skill.

d. Succinct, they contain only a handful contain.
Succinct, means that the question should be given weight and focus on themes that have been

determined.

3. Kinds of Question

There are some questions can be used as a guided question to direct students in writing. According

to Taylor in his book entitled A Student’s Writing Guide (2010: 28-33), these several questions can be

used to open up lines of thought. They are:

a. 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 a particular object, process or

idea. Moreover, ‘what’ can be used to look for more generalized or universal definitions and theories.

b. Who, Whom

Who and whom can ask for an identification of people or group of people. ‘Who’ requests to

identify who do things for some events, while ‘Whom’ asks for the people who affected by an event or

action. The word ‘Whom’ can be followed by preposition to, for, by, with, amongst.
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c. Where, when

These kinds of question word ask for the location, time, and duration of events and objects because

every event has the setting where and when it happened. This also can establish detailed issues of

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

d. How

This question word can be used in a number of ways. First, it can ask for a description of a process

rather than a phenomenon or an object. Second, it can be a request for various feature or characteristics.

Finally, it can a request for an explanation.

e. Why

Why is often a request for an explanation and a theory. It can be used in several ways. First, it can

be used for asking causal explanation which means the causes of some event or phenomenon. Second,

why can ask for purposive explanation such as the reasons, aims, and purposes of those responsible for

some action, event or phenomenon. Third, why can be a request for functional explanation for asking

what function does something have or what role does it play. The last, why can be a request for

deductive explanation which asks what combinations of conditions people to infer a logical conclusion.

As explained in the point above, what, who, where, when, why, and how are kinds of 5W + 1H

question which can open up students’ line of thoughts. These questions can be used as a guided

question which is given to students when they are writing a story or event to direct them in writing and

generate their ideas and details.

4. Teaching Writing by Using Guided Questions

From the concept stated previously, it can be known that that guided question is a teaching

technique which is used by giving the students 5W + 1H questions in order to direct students to

generate their ideas and details when they are writing an event or story. The answers of the questions
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can be an outline of their writing before generating into a paragraph. Thus, the questions can be used as

a guidance in writing. There are two experts explained the steps of question usage in teaching writing.

According to Axelrod and Cooper (1985: 475), there are several steps in using question for invention.

They are:

a) Thinking about the writers’ subject. Subject means that something the writers want to write

such as idea, event, person, problem, etc.

b) Starting from the first question then move to the next. The writer should follow the questions

from the first then answer it to make their writing organize well.

c) Writing the writers responses quickly without much planning. They should write as quick as

possible to anticipate of forgetting about the answer.

Besides, the usage of the question in teaching writing is also explained by Taylor in his book

entitled A Student’s Writing Guide (2002: 22). They are:

a) Choose an essay topic that is interest for the writer. Such a topic that the writer already has idea

about that.

b) Ask the questions about the topic. The questions can be 5W+1H questions which is related to

the topic that will be written.

c) Answer the questions and write down the answer in no more than a sentence or two.

d) Develop the answers of the question become the paragraph. The writer can add more ideas that

can support the answers to make them detail.

e) Consider the paragraph as temporary answer before the writer’s eventual answer.

Based on the steps that explained by the experts above, the writer in this research will use several

steps below by mixing the steps from the experts in using guided question technique in teaching

writing:
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a) The teacher will give the writing topic to students in class. The teacher needs to make sure first

that the topic is experienced by the students because the material is recount text which retells past

events that had been occurred chronologically. After the teacher giving the topic, the students need

to think about the topic.

b) The teacher will give the several guided questions about the topic to the students. The guided

question consists of 5W+1H question related to the topic. The question is asked from the first to

the last question about the topic.

c) The students should respond or answer quickly each question in one or two sentences on a piece

of paper. Each question should be answered because its answer can become an outline of paragraph

to make a recount text.

d) After each question is answered, the students have to make the answers of the guided questions

become a paragraph writing on the other piece of paper. The students need several conjunctions

that will be used to connect the sentences. The sentences of the answers are connected become the

paragraph. The paragraph should be based on the organization of the recount text. It means that

students need to consider where the orientation, the event, and the reorientation of the text are. The

students also might add more ideas related to the answers as a supporting detail for the sentence.

These steps will be repeated as many as treatment given in this research until the students get the

habit of using guided questions before writing recount text. When students get the habit of using it,

they can make guided questions by themselves, answer the questions then construct them into a well-

organized recount text. Here are the examples of some questions that can lead the students to write a

recount text and the recount text that might be produced:

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Table 2.2

The Example of Recount Text and Guiding Question

Parts of Recount Text and List of Recount Text

Orientation When I was in the Junior High School, I

1. What is your unforgettable joined football club. I joined the club because I

experience? love sports. I had football on Sunday mornings.

2. When did it happen? One day, my football club joined a football

3. Where did it happen? competition

Events There were eight clubs joining the competition.

1. What happened first? At first, our club won the match. Then, we had

2. What happened next? to defeat one club to get to the final.

3. What happened last? Fortunately, we won again. After those two

Use “Connecting Words” to show matches, we had lunch in the cafeteria. We

the order of events. were so impatient to play in 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 happy

1. What was the last thing that and proud to be the winner of the

happened? competition. It was a very interesting

2. How did it finish? competition in my experience.

5. Advantages and Disadvantages of Using Guiding Question Technique

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As one of technique in teaching writing, guiding questions can give any advantages as well as

disadvantages in teaching writing recount text. The advantages of using guiding questions in teaching

writing are:
1. It can minimize mistakes by the students when they write.
2. 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.

3. It allows the students to consider topic when planning their writing.
4. It will make their writing flow coherently because they write the paragraph by following the

questions.
The disadvantage of using guiding questions in teaching writing is:
1. The disadvantages of guiding questions technique is it may be difficult to apply the guided writing

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

D. Evaluating Writing

On the teaching of writing, an evaluation should be done to measure or to know the students ability

in writing. The effectiveness of a learning process of writing skill can be measured through an

evaluation activity. According to Brown (2001: 357), the categories for evaluating writing are:

a. Content

It includes thesis statement, related ideas, development of ideas, and development of ideas through

personal experience, illustration, facts, and opinions.

b. Organization

It includes the effectiveness of introduction, logical sequence of ideas, conclusion and appropriate

length.

c. Discourse

It includes topic sentences, paragraph unity, transitions, discourse markers, cohesion, rhetorical

conventions, reference, fluency, economy, variation.

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d. Syntax

e. Vocabulary

f. Mechanics

It includes spelling, punctuation, and citation of references, neatness and appearance.

E. Previous Study

There are some previous studies related with the writer’s research. The first previous study in

teaching English writing text by guiding question technique was conducted by Eko Budiantoro,

Surabaya State University in her thesis. This study was conducted in 2010 entitled “Using Guiding

Question to Stimulate the Students’ Ideas in Writing Descriptive Text for The Tenth Grade Student in

Senior High School”. This research uses a descriptive qualitative research with non-participant re

searcher. The result of this study shows that guiding question technique is good alternative technique in

teaching learning writing descriptive text. The differences this research with the previous study above

is the subject of the research, the research question, the research design and the research instrument

which is implemented to find the data.

In addition, Iwan (2012) conducted a research with the title developing the students’ ability in

writing recount text through guiding questions technique at the second year students of SMPN 1

Terbanggi Besar Lampung Tengah. The objective of his research was to know whether there is

significant difference of the students’ recount text writing ability in the terms of content, organization,

vocabulary, language used, and mechanic aspects after being taught by using guiding questions

technique. This research used an experimental method. The result showed that there was a significant

difference from pretest to posttest after being taught by using Guiding Questions in the experimental

class.
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The third study comes from Erma Velanda (2015) conducted a research with the title The

Effectiveness of Guided Questions in Teaching Students’ Narrative Writing (an Experimental Study at

the Eighth Grade Students of MTs. Pembanguan UIN Jakarta). This research aimed to investigate the

effectiveness of guided questions in teaching students’ narrative writing. The subject of this research

was eighth grade students of MTs. Pembangunan UIN Jakarta. The study was carried out in two classes,

as the controlled and experimental class. After giving treatment at the experimental class and without it

at the controlled class, the result showed that guided question is effective on students’ narrative text.

The relevant previous study above has similarities and differences with this study. The

similarities among the three studies and this study are the study used quantitative research, the

research was conducted at the second grade students, and guided questions by using WH questions

are used to direct students in writing. Meanwhile, those studies also have differences with this study.

The differences from the first study are the design and participant. The first study used pre

experimental design which used one group pre-test and post-test, while this study used quasi

experimental design which used experimental class. The last is the differences between the third

previous study and this study. The differences are on the writing text and participant. The third

previous study used guided question technique on students’ writing skill of narrative text at eighth

grade of Madrasah Pembangunan UIN Jakarta, whereas this study used guided question technique

on students’ writing skill of recount text at the second grade of SMAN 3 Kediri.