IMPROVING STUDENTS"™ RECOUNT TEXT WRITING ABILITY THROUGH GUIDED QUESTIONS TECHNIQUE

Abstract

Abstract : Using guided questions technique in teaching recount text writing   was effective to improve the achievement in writing a descriptive text. Based on the field note and observation check list table the writer got the information from the teacher as her collaborator about the real problems faced by the students in teaching process. Therefore from the first cycle to the third cycle the writer identified the problem in each cycle. At the first cycle, most of the students had problems in understanding the question words used.   It was the reason why the students could not answer the questions correctly. The second problem was most of the students did not use the simple past tense. They used verb in present form to the positive sentence even though their sentences related to the past events. At the second cycle, the teacher re-taught the questions word and explained about the simple past tense. There were improvements on students"™ writing. Most of the students could answer the questions and write the sentences in past form. At the third cycle there were more improvements on students"™ recount writing, but there were still students who still needed special attention from teacher because of their low achievement. The result was better than the second result. The score of the third test was 63.1. It means the MLA at 60 could be achieved. There was also students"™ achievement on their mean score in each cycle. Through this research the writer shows that the students"™ recount writing can be improved by guided questions technique.

Keywords : recount, guided questions teaching technique

Abstrak :Penggunaan teknik pembelajaran guided questions dalam pengajaran menulis teks recount efektif untuk meningkatkan  pemahaman siswa akan teks recount. Hal ini dibuktikan dari hasil belajar siswa dari siklus pertama sampai siklus ketiga. Melalui penelitian ini penulis dapat menunjukkan bahwa kemampuan siswa menulis teks recount dapat meningkat dengan menggunakan tehnik pembelajaran guided questions. Berdasarkan field note dan table observation, penulis bersama dengan kolabotor medapatkan kesulitan yang dihadapi siswa di setiap siklusnya. Pada siklus pertama sebagian besar siswa mengalami kesulitan untuk menjawab pertanyaan karena tidak memahami penggunaan kata tanya. Oleh karena itu penulis mengajarkan bagaimana menjawab pertanyaan berdasarkan kata tanya yang digunakan pada siklus kedua.   Pada siklus kedua, permasalahan yang mucul adalah sebagian besar siswa masih melakukan kesalahan dalam mengubah kata kerja karena mereka tidak memahami simple past tense. Kemudian pada siklus ketiga penulis mengajarkankan  kembali tentang simple past tense beserta perubahan bentuk kata kerja. Pada siklus ketiga sebagian besar siswa sudah dapat menulis kalimat dalam format masa lampau dengan baik dan benar. Sebagai hasilnya, pada siklus ketiga siswa bisa mencapai nilai rata rata 63.7 yang berarti sudah melewati standard ketuntasan 60. Terdapat juga peningkatan nilai mean pada setiap siklusnya. Nilai mean mengindikasikan bahwa kemampuan siswa dalam menulis teks recount meningkat   dengan menggunakan tehnik guided questions.

Kata kunci : deskripsi, tehnik pembelajaran kontekstual