THE EFFECT OF USING GUIDED QUESTION TECHNIQUE TOWARD STUDENT WRITING SKILL IN RECOUNT TEXT AT SMK KOSGORO LUBUK SIKAPING, PASAMAN IN ACADEMIC YEAR 2019/2020
ABSTRACT Alona Sofia, 2314.022 The Effect of Using Guided Question Technique Toward students Writing Skill in Recount Text at SMK KOSGORO Lubuk Sikaping, Pasaman in academic year 2019/2020. A Thesis, State Islamic Institute (IAIN) Bukittinggi, 2019. This research aims to find out the problem of students who have difficulty in writing because they are unable to develop the ideas and make writing more sustainable. The research was carried out in SMK Kosgoro Lubuk Sikaping and the researcher used guided question toward students writing skill in recount text at SMK Kosgoro Lubuk Sikaping still has difficulty in writing. This research used experimental research. The researcher used a quasi experimental design by using the pre-test and post-test control group design. The population of this research was the tenth grade students at SMK Kosgoro Lubuk Sikaping. The sample was X.1 which was treated as experimental class and taught by using guided question technique and X.2 was treated as control class and taught by using conventional technique. To determine the sample, the researcher used purposive sampling technique based on some consideration. The data was got through pre-test and post-test to experimental and control group. To analyze the data, the researcher used the normality by using Lilliefors test and the homogeneity test by using F test and to test the hypothesis, the researcher used t test formula and consulted the result into t-table with level of significance ∝ = 0.025 for the first and second hypothesis and (∝) = 0.05 for the third hypothesis. From the result and accounting the pre-test and post-test scores of the experimenral class, it was found that the t-obtained (1591) was higher than the t-table (1,6802) with the degree of freedom (df) = 23+23-2 = 44 and level of significance (∝)= 0.05/2= 0.025. So, the alternative hypothesis (Ha) was accepted which means that there was significant effect guided question technique towards students writing skill. Then, the calculation of post-test both classes: experimental and control classes was obtained the t-obtained (62,4) which was higher than the t-table (59,56) with the degree of freedom (df) = 23+23-2 =44 and level of significance (∝)= 0.05/2= 0.025. So that, the alternative hypothesis (Ha) was accepted which means that the students who are taught by using guided question technique is better than the students who are not taught by using guided question technique.So, it can be concluded that the entire hypothesis is accepted. It is proved that using guided question technique on students writing skill can help the students in their writing comprehension. Then, the t-obtained in post-test both classes was obtained t-obtained (2,86) which was higher than t-table (2,0154) with degree of freedom (df) = 23+23-2 = 44 and level of significance (∝) = 0.05. So, the alternative hypothesis (Ha) was accepted which means that the students who are taught by using guided question technique is better than the students who are not taught by using guided question technique. So, it can be concluded that the entire hypothesis is accepted. It is proved that using guided question technique on students’ writing skill can help the students in their writing comprehension.