Guiding Questions Technique To Improve Students’ Writing Skills: Recount Text (Siti

This research aimed to find out whether there was an improvement of the students’ skills in writing recount text after using guiding questions as a technique of writing. The method applied in this research was a quantitative method which uses one group pre-test and post-test design. Random group sampling was utilized as the technique in taking a sample. After that, the researcher took one class consist of 31 of second grade students as research participants. This research was held in 6 meetings involved pre-test, four meetings for treatment, and post-test. The instrument of data collecting was a written test. In analyzing the data, the researcher used SPSS v.16 and t-test.


INTRODUCTION
Writing is a way for people to express their ideas or assumptions in the sentences or paragraphs. Writing is one of the standard competencies that should be mastered by students. As cited in Ningrum (2015) one of four standard competencies that have to be learned by students is writing. In writing, students are hoped to be able to express many written meanings that have purposes in communicative, text structure based on Competence 2013. To create good writing is quite hard for people especially for students. Most of the students were also not able to construct sentences in past tense and arrange the sentences coherently (Wiliyanti, 2006). Pertiwi (2013) said in other words, although they have written several lines, they mostly find difficulties on how to continue their writing. In line with Wiliyanti and Pertiwi, Huy (2015) stated that writing is a complex metacognitive activity that draws on an individual"s knowledge, basic skill, strategies, and ability to coordinate multiple processes. It is known that writing is a complex skill to be learned. The writing skill is more complicated than that of other language skills.
Basically, the writing skill requires a wellstructured way of the presentation of thoughts in an organized and planned way (Braine & Yorozu, 1998) cited in (Javed et al., 2013).
Expressing thought in writing is a complex subject, which involves the organization of thought, sound usage of English, and imagination (Langan,1987 p.137). Writing is also very important to fulfil the education requirements, but nowadays students have less interest in writing (Muslim, 2014). Moreover, teachers have to drill students" skill in writing which is based on English standard competence (2006), one of the materials that have to be learned by students of the Junior high school, especially the second grade is about recount text.
According to Knapp (2005), recount text is basically written out to make a report about an experience of a series from the related event.
Recount text is a text about something ever happens or about student"s experiences in the past. Its purpose is to inform the readers.
Recount text has a generic structure and social function that should be understood and applied by students in the way of writing a recount text.
In fact, it is so hard for students to master writing skills, especially in writing recount text. Most Students are confused to write their ideas. They can not automatically start to write also they mostly find difficulties on how to continue their writing. Students know or have ideas about what they are going to write but they do not know how to put them into words (Diharyono, 1991). From that problems, it is important for the teachers to select an appropriate technique to build student"s writing skills, especially in teaching recount text.
One of the techniques that can be chosen in teaching recount text is "guiding question technique".
A guiding question technique is a basic question that direct the students for understanding (Traver, 1998). The guiding question also can be interpreted as questions that mentally influence and lead students' ideas to find the whole thing that is being questioned by the teacher (Wilhelm, 2007). Guiding questions are used to give a chance for students in structuring their sentences (Raimes, 1983). In other words, the guiding question can help students to develop their idea in writing by answering the question that given by the teacher.
There are a lot of studies which has the same topic related to this research. The first is Pertiwi (2013)   For this reason, this research is pre-experimental which takes one class and consist of pre-test and post-test.

Research Participants
Random group sampling is used as the technique in taking a sample. Then by randomly selected, the researcher take Class for a sample of an experimental group means that non-random class. Then, the researcher takes only one class to make the research more effective and to find out the significant difference between of students" ability in writing recount text before and after using guiding question technique.

Reseach Site
The research is carried out at SMP BAKTI NUSANTARA 666 -Bandung-West Java, Indonesia. The students are chosen from eighth grade. There are two reasons why the researcher chooses this site. The first is because the researcher has an experience of teaching English in this site on teaching practice programme. The second one is because the problem that the researcher found during teaching practice is the lack of students"interest in writing. The school is located in Jl. Percobaan Cileunyi-Bandung.

Post-test)
A pre-test is a set of a test given to students before the treatment begins to determine their ability or knowledge of the content.
According to Creswell (2012, p. 297), "a pretest provides a measure on some attributes or characteristics that you assess for participants in an experiment before they receive a treatment".
In this stage, students will be instructed to compose a recount text based on the topic chosen. The pre-test is intended to know students" writing skill before they are given treatments of research.
A post-test is a measure of some attributes or characteristics those are accessed by participants in an experiment after treatments (Creswell, 2012). After the completion of the treatment, students are through a post-test to know the improvement of after given the treatments. In post-test, students are given a task to write a recount text based on the topic chosen.
This test is also used to know the effectiveness of using GDT to improve students writing skill in recount text.
In the post test, there are some guiding questions provided for students to see the difference results of students" writing before using list of guiding questions and after using guidig questions in the pre test and post test.
Then, the use of guiding questions also can help students to increase their creativity and their coherence in writing, the GQT in post test is expected stimulate students to produce a good text.
In measuring whether the test had a good validity, the researcher analyzed the test use rubric scoring by Jacob to assess the result of pre-test and post-test. According to Jacob et al.

Data Analyzing Technique
In analyzing the data, this research uses the comparative technique. The score will be compared before and after the treatment is given.
This technique is useful to prove statistically the outcomes differences between teaching writing recount text before and after using GQT.

N-Gain Calculating
To know the improvement of students" skills in writing recount text, normal gain (d) will be calculated with the formula: d= post-test score -pre-test score maximum score -pre-test score Normal gain score acquired is then interpreted into the table 3.7:

Pre-test result
After the researcher collected the data, then the result of pre-test was processing into SPSS 16.0. This process aims to find the minimum score, mean, and standard deviation of pre-test and post-test score that can be seen in the table

Post-test Result
After the researcher collected the data, then the result of post-test was processing into SPSS 16.0. This process aims to find the minimum score, mean, and standard deviation of pre-test and post-test score that can be seen in the table below.

Analysis Result
The analysis of pre-test and post-test was done to know the difference score of the students" skills in writing recount text before and after using the guiding questions technique.

b) Hypotheses
Hypotheses are predictions the researcher makes about the expected relationships among variables (Creswell, 2012 (Meltzer, 2002). The low degree means that the gain is only 0 -0,3. Then, the number of 0,3 -0,7 categorized in the medium degree means that the gain is neither highly or lowly. While the number of 0,7 -1 categorizd in high degree means the gain is very high above medium and low degree. Assessing the gain score is done by using SPSS v.6 for windows, while n-gain score and the average n-gain score are calculated by using Microsoft Excel 2010.
In this research, the researcher found that the result of N-Gain is 0,34. Based on table 4.10 the score of N-Ggain which is 0,34 is categorized in the medium degree. It means that there is a significant improvement of students" skills in writing after using guiding questions technique and the improvement of students is on the medium degree.

CONCLUSION
After conducted the research and analyzed the result, the researcher concludes that the previous condition of students before taught by