This research aims to find out whether the use of guiding question technique
significantly improve the students’ ability in writing recount text at a private
Madrasah Tsanawiyah in Bone. There are two variables in this research. The
independent variable is the guiding question technique. The dependent variable is the
students’ writing recount text ability. This research applied quantitative method
which used pre-experimental research with one group pre-test and post-test. The
researcher used cluster sampling. The sample consist of 32 students from the eight
grade students of a private Madrasah Tsanawiayah in Bone. The researcher gave pre-
test, treatment, and post-test. The instrument of this research was writing test. The
students’ scores in writing test from pre-test and post-test were analyzed by using
SPSS 29. The result show that the mean score of post-test were significantly higher
than pre-test (70.78>55.37). It also could be seen from the result of t-test showed
0.001 which was less than significance degree (0.05). Therefore, the H 0 (null
hypothesis) is rejected, and automatically H 1 (alternative hypothesis) is accepted.
This shows that the use of guiding question technique significantly improves
students’ writing ability in writing recount text. Thus, a promising connection exist
between the use of guiding question technique and the students’ writing recount text
ability. The findings of this pre-experimental research suggest a positive association
between the use of guiding question technique and the students’ ability in writing
recount text.
A. Conclusion
Based on research conducted at the eighth grade students of a Private
Madrasah Tsanawiyah in Bone, it can be concluded that using guiding question
technique is effective on students’ writing ability of recount text. Using guiding
question technique has good effects on teaching writing recount text. It can
improve students’ writing ability of recount text. . It can be proved by seeing the
mean score and standard deviation of pre-test and post-test. The mean score of pre-
test is 55.37 and standard deviation of pre-test is 6.369. While, the mean score of
post test is 70,78 and standard deviation of post-test is 8.423.
In brief, the mean score of students’ pre-test that is 55.37 increased in post-
test that is 70.78. It means that the alternative hypothesis is accepted. In
conclusion, the uses of guiding question technique as a media in teaching writing
improve students’ writing ability in recount text at the eight grade students of a
private Madrasah Tsanawiyah in Bone.
In conclusion, the guiding question technique proves to be an effective
method for improving students’ ability to write recount texts. By providing
structured support and promoting active engagement, guiding questions facilitate
cognitive development and improve writing performance. This research
contributes to the understanding of instructional strategies for writing and offers
practical recommendations for educators seeking to support students in developing
their writing skills.
B. Suggestion
After conducting the research, suggestions can be showed related to research
findings and discussion as follows:
1. The teacher should use guiding question technique in teaching writing
recount text to help students generate their ideas easier before making a
recount text become a paragraph.
2. The teacher should be more creative in teaching writing because teacher has an
important role in teaching writing.
3. The students should also have more practice in writing because writing is not
an automatic process. They can have more practice in writing recount text by
using guiding question technique.
4. For further researchers, research with larger samples and more schools at
different levels of education is recommended.

STAR20240299

299/2024

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