THE EFFECT OF GUIDED QUESTION TECHNIQUE TOWARDS STUDENTS’ WRITING ABILITY

The purpose of this research was to know the effects of Guided Question Technique (GQT) towards students’ writing ability in junior high school. This research was experimental with Post-test only Control Design. In collecting data, the researcher used a writing test; post-test, which focusing on recount text. Two classes of junior high school were taken as a sample by using random cluster sampling. The test was given to both classes after doing the treatment for six meetings. The result showed that the mean score of students' post-test in experimental class (74.22) was higher than the mean score of students' post-test in the control class (65.47). Also, t-calculate (3.147) was also higher than t-table (1.692) with the level of significant 5% (α = 0,05), means that the hypothesis was accepted. The strategy helps students to improve their writing competence in term of content, organization, vocabulary, language use and mechanic. In conclusion, teaching writing by using a GTQ give a significant difference in students' writing ability. It is recommended to implement this technique to improve students writing achievements