INTRODUCTIONThis chapter discuss about thebackground of the study, scope and limitation, formulation of the problem, objectiveof the study, significant of the study.A. BACKGROUND OF THE STUDYIn Indonesia,English has became the part of important subject to teach and learn fromElementay School up to university.
School Based Curriculum (Depdiknas:2006),which is applied by goverment for all schools in Indonesia, lead the studentsto have real life skills: listening, speaking, reading and writing. Writing isthe one of important in English Learning. Ariyanti (2016:2) stated that writingis one of the most important aspects in English language acquisition. Teachingwriting has its own challenges since there are some steps and requirements thatteachers should prepare to undertake in the classroom. Writing is the manner for the students who have limited confidenceto speak in public or in the classroom. In the real situation, the studentshave a personal different, the teacher should teach writing and speaking inbalance so that the students will have a good ability in both writing andspeaking.Beside that, the goal of teachingEnglish and the situation in the field, the teacher have to teach Englishwriting because it is the one of important skill as other skills.
According toHarmer (1998:79) said that the most important reason for teaching writing, isthat it is a basic language skill, just as important as speaking, listening andreading.Writing is aimportant skill to master. In writing skill, students still get some difficulties. The first problem in grammatical understanding. The difficulty that thestudents found usually in tenses, because the different tenses are differentrole. In every tenses have the different funtion too. The students who havelimited understanding about tenses or lack of vocabulary, it will be confusing.The second problem student’s idea about what to write or how to develop it.
Thelast problem is the organization of the ideas. Most of students still doubtthat they want to write but the do not know how to start it first. Diharyono’sstatement as quoted by Markhamah (2013) said that students know or have anideas what they are going to write but they do do not know how to put them intothe words. They also still much confused to connect or put the ideas what theyget into a coherent paragraph. So that the students do not know how to start itand how to finish it. Those difficulties are related to the aspects of writing;content, organization, vocabulary, grammar and mechanics.
In other words theteache should teach them writing because they still face the difficulties onlearning writing.For those reasons, because ofthe student’s difficulties in learning writing, the researcher chooses thetechnique to make easier for the students in writing. In activity of learning,a technique can make a teaching learning process more useful. There for, thestudents can be more creative to compose paragraph. There are many techniquesthat can be used in teaching writing.
One of them is guided question technique.According to Traver (1998:70) a guiding question is the fundamental query thatdirects the search for understanding. Everything in the curiculum is studiedfor the purpose of unswering it. This technique provides a list question thatcan make students think about the topic. This technique purposed to lead about what students to write. By using guidedquestion technique, the students will not be confused how to write because theyhave guidance in its process. In this case, a previous research onguiding question technique was conducted by Muhayyinah (2012) to find outwhether any differences between the implementation of guiding questiontechnique and traditional technique in teaching writing among students year Xat SMK NU Lamongan. The result showed that it is more effective to use guidingquestion technique in teaching writing.
She stated that by implementing guidingquestion the students will be more motivated in writing. It makes the studentsfeel like writing is not a difficult activity since guiding question helps thestudents to organize their idea when they have to write. The result of thosestudies suggests that guiding question technique is good to be implemented bythe teacher.
Different from the previous researches, this current researchexplores in particular writing in the form of recount text because recount textis a text that retells past event or something which happened in the past.Based on the background above,the researcher would like to conduct research entitled The Implimentation ofGuided Question in Teaching Writing Recount Text at Junior High School.B. SCOPE AND LIMITATIONAs the scopein this research, the writer will discuss about the imolementation of guidedquestion in teaching writing recount text at Junior High School. This researchis planned to be conducted on the eight grade of MTs N 1 KOTA CIREBON.Based on theproblem mentioned above, for the limitation the writer only wants to find outwether if there is a significant the difference the student’s recount textwriting ability after the implementation of guided question technique at theeight class of MTs N 1 KOTA CIREBON?C. FORMULATION OF THE PROBLEMThe problem of this study can beformulated as follows:1. Is the used of guided question in teachingrecount text effective for the students?2.
How is the implementation guided questiontechnique in writing recount text?3. Is there any significant the difference thestudent’s recount text writing ability after the implementation of guidedquestion technique?D. OBJECTIVE OF THE STUDY1.
To know the used of guided question in teachingrecount text effective for the students.2. To find out the implementing of guided questiontechnique in writing recount text.3.
To know the significant difference the studentsrecount text writing ability after the implementation of guided questiontechnique. E. SIGNIFICANT OF THE STUDYBasically, this research isconducted to provide benefit for the students, especially for the teachers, aswell as for my self as a writer.1. TheoriticallyThis research can be used as areference and support that guiding question technique can be applied inteaching writing and to know students writing ability especially in writingrecount text.
2. PracticallyThis research can be used as considerationfor the English teachers to applied guided question as a technique in teachingwriting.