IMPROVING STUDENTS’ ABILITY IN WRITING

DESCRIPTIVE TEXT THROUGH GUIDE

QUESTION TECHNIQUE AT GRADE
X SMA N 4 PADANGSIDIMPUAN

PROJECT PROPOSAL

By

Soviah Shafitri Siagian

NPM. 2001020008

Universitas Muhammadiyah Tapanuli Selatan

Fakultas Keguruan dan Ilmu Pendidikan
Program Studi Pendidikan Bahasa Inggris
Padangsidimpuan
2024
 TABLE OF CONTENT

TABLE OF CONTENT.....................................................................................i
CHAPTER I INTRODUCTION......................................................................1
1.1 Background of the Problem...................................................................1
1.2 Identification of the Problem................................................................2
1.3 Limitation of the Problem....................................................................3
1.4 Formulation of the Problem.................................................................3
1.5 The Aims of the Research....................................................................4
1.6 The Use of the Research.......................................................................4

CHAPTER II THEORETICAL DESCRIPTION..........................................5

2.1 Definition of Writing...........................................................................5
2.1.1 Writing Skill...............................................................................6
2.1.2 Writing Purpose.........................................................................7
2.1.3 Aspect of Writing.......................................................................8
2.1.4 Types of Writing.......................................................................9
2.1.5 Process of Writing....................................................................11
2.2 Definition of Descriptive Text...........................................................12
2.2.1 Purpose of Descriptive Text.....................................................13
2.2.2 Generic Structure of Descriptive Text.....................................14
2.2.3 Characteristic of Descriptive Text...........................................15
2.2.4 Kinds of Descriptive Text........................................................16
2.2.5 Example of Descriptive Text about Place................................18
2.3 Guide Question Technique.................................................................19
2.3.1 Definition of Guide Question Technique.................................19
2.3.2 Characteristic of Guide Question Technique...........................19
2.3.3 Kinds of Question....................................................................21
2.3.4 Learning Steps of Using Guided Questions Technique...........22
2.3.5 The Advantages of Using Guide Question Technique............23
2.4 Conceptual Framework.....................................................................25
2.5 The Relevant Study...........................................................................25
2.4 Hypothesis..........................................................................................28

CHAPTER III METHODOLOGY OF THE RESEARCH.........................29

3.1 Place and Time of the Research.......................................................29
3.2 Types of the Research......................................................................29
3.3 Population and Sample....................................................................30
3.4 Technique of Collecting Data..........................................................32
3.5 Technique of Analysis Data.............................................................33

REFERENCES................................................................................................34
APPENDICES......................................................................................................
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CHAPTER I

INTRODUCTION

1.1 Background of the Problem

English is one of the most widely spoken foreign languages in Indonesia.

English has become one of the most important subjects, especially in senior high

school curriculum. In learning English, students are required to have capability of

four language skill; listening, speaking, reading, and writing.

One of the skills in English that is focused in senior high school curriculum is

writing. Writing is a skill for people to convey ideas, opinions, feelings and thoughts,

so writing is considered an important part of communication in the form of

paragraphs. Writing skills is a skill that is considered quite difficult for some people.

Writing skills cannot be acquired just like that. Mastering this skill certainly requires

a lot of practice.

Most of students have a lack of understanding and ability to write in English.

The students do not understand the truth of writing and have difficulty writing. Some

students are able to write in English, but many of them also have difficulties,

especially in writing descriptive text.

A descriptive text is a paragraph intended to describe something. Through a

descriptive text, we can describe an object, place, or situation in detail and clearly. A

descriptive text can include information about physical appearance, characteristics,

atmosphere, and so on. By using the right words, the reader can clearly imagine what

is being described in the text of the description.

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Based on researcher’s interview conducted in September 2023 with Mam

Emmi Kholida as an English teacher at SMA N 4 Padangsdimpuan, it was known that

several problems were experienced by students in learning descriptive text. The

teacher stated that there were several students who had difficulties understanding

descriptive text; students had difficulties in choosing words that could describe

people, places, objects, or situations in detail and clearly, there was a lack of

vocabulary that students had, and there was also no variety used by teacher in

teaching descriptive text.

Based on Huda (2019), English is considered as a foreign language with a

role. An essential component, particularly in educational lives, English is considered

to play an important role in the teaching and process. One of the nations that

understands the importance of English in education is Indonesia.

Based on the problems above, researcher interested in solving problems by

using the guide question technique. Guide question technique is a technique that

guides students to pour their ideas into writing by giving them some questions

related to the topic they are going to write. By using this technique, students follow

the teacher's questions better and make less error while organizing their thoughts.

According to Munawir in Frilia (2022), guiding questions are questions that

can help students to express their ideas, which will then be described in written form

through several questions given by the teacher. Based on previous research conducted

by Koti Isnaeni (2021), it can be seen that the use of the guiding questions method

has an effective influence in improving students' ability to write descriptively in the

eighth grade of MTs n 2 Bandar Lampung. Meanwhile, based on the results of the
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research by Festi Frilia (2022), showed that the use of guiding question techniques in

writing descriptive texts can improve students' writing skills at SMPN 35 Makassar.

Based on the above explanation, the researcher was interested in conducting a study

entitled “Improving Students’ Ability In Writing Descriptive Text Through Guide

Question Technique At Grade X SMA N 4 Padangsidimpuan”.

1.2 Identification of the Problem

Based on the identification of the problems found, the researcher identified

the following problems:

1. Students’ lack of understanding of descriptive text.

2. Students’ lack of vocabulary mastery.

3. There is no variation in technique used in learned descriptive text.

1.3 Limitation of the Problem

Based on the problems above, the focus of this research is to improve

students’ ability in writing descriptive text , especially in describing place using guide

question technique at grade X SMA N 4 Padangsidimpuan.

1.4 Formulation of the Problem

Based on the previous formulation of these problems, they are:

1. What are the students’ difficulties in writing descriptive text at grade X SMA

N 4 Padangsidimpuan?

2. How is the students’ ability in writing descriptive text before using the guide

question technique at grade X SMA N 4 Padangsidimpuan?

3. How is the improvement of students’ ability in writing descriptive text after

using the guide question technique at grade X SMA N 4 Padangsidimpuan?

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1.5 The Aims of the Research

The purposes of the research are:

1. To find out the students’ difficulties in writing descriptive text at grade X

SMA N 4 Padangsidimpuan.

2. To find out students’ ability in writing descriptive text before using guide

question technique at grade X SMA N 4 Padangsidimpuan.

3. To find out the improvement of students’ ability in writing descriptive text

after using the guide question technique at grade X SMA N 4

Padangsidimpuan.

1.6 The Use of the Research

The result of this research is expected to be useful for:

1. Headmaster

The result of this study expected to be useful for school headmaster to provide

information for English teachers to apply this technique.

2. Teachers

To help English teachers in teaching writing, especially in writing descriptive

text, by applying the guide question technique as a learning media.

3. Students

To make the learning process more interesting and to help the students in

writing especially in writing descriptive text.

4. Further researchers

As a basic consideration and information material for further research.

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CHAPTER II

THEORETICAL DESCRIPTION

2.1 Definition of Writing

Writing is one of the important skill that have to mastered by the students.

According to Hyland in Arista (2021), defined writing as a way of sharing personal

meanings, writing courses emphasize the power of the individual to construct her or

his own views on a topic. Teaching writing skills has a practical purpose which

means students can express their imagination or thoughts in written form, not just a

theory that must be understood or memorized and easily forgotten. In addition,

writing means expressing feelings, thoughts and desires in writing.

Based on Harlena (2020), Writing can be defined as an activity to transfer

ideas and to express someone’s thinking through written form. It is claimed that

different writer have different definition or perception toward definition of writing.

Good writing skills are essential for effective communication. The better you write,

the more easily readers will understand you. Learning to write well takes time and

practice.

Tarigan (2019), stated that writing is the process of creating graphics that

readers can understand and use to interpret the language that is being delivered. It

implies that a writer with good writing abilities would be able to make the reader

understand the graphic symbols in his or her work.

Based on the definitions above, it can be concluded that writing is the skill of

expressing thoughts, ideas, opinions, and feelings in written form. Writing is

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considered difficult to learn because there are several difficulties encountered in it,

which include aspects of writing.

2.1.1 Writing Skill

According to Rismayanti (2021), writing skill is the ability to express ideas,

opinions, emotions and feeling to other parties through writing language. Writing

is the most difficult skill even if we do in our mother tongue. Accurate expression of

ideas must be supported by the accuracy of the language used, vocabulary, grammar,

and use of spelling. It means writing is the skill of expressing the contents of one's

thoughts through writing, which must be supported by certain accuracy.

Turmudi (2021), claimed that writing skill is considered as the most difficult

skill. When writing, students are expected to use several other skills to achieve

quality writing. Writing is an ability that is more difficult to master than the other

three abilities, namely listening, speaking, and reading. The difficulty can be

influenced by internal and external factors.

Writing skill is a skill that is considered quite difficult for some people.

Writing skills cannot be acquired just like that. Mastering this skill, of course,

requires a lot of practice. Based on Khairunnisah and Happy (2021), “there are many

causes why learning English is difficult for the students. Learning to write is a long

process. Students have to improve their grammar, choice of words, and use right

vocabularies which are difficult for them. The learners can be stuck and unable to

elaborate their idea in writing process”.

Based on the definitions above, it can be concluded that writing skill involves

expressing ideas, opinions, and feelings through written language, supported by

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accuracy in language, vocabulary, grammar, and spelling. Mastering this skill

requires practice and is challenging for some individuals. Learning English is a long

process, requiring improvement in grammar, word choice, and vocabularies, which

can lead to stuck and difficulty in expressing ideas

2.1.2 Writing Purpose

Writing is meaningful as a forum for expressing thoughts and as a means of

communicating ideas that interest readers. It means the purpose of writing is to

convey ideas so that the writers can entertain readers in order to fulfill the their

wishes. According to Whitaker in Abata (2021), there are three most common

purposes in writing: persuading, analyzing/synthesizing and informing.

1. Persuasive Purpose

The purpose of persuasive writing is to persuade readers to accept the writer's

response to the problem under discussion. The author will select one answer

to the mentioned subject in persuasive writing. The author must finish the

answer with an explanation and evidence so that the readers can accept the

author‘s point of view on the subject. Argumentative and position papers are

examples of persuasive writing tasks.

2. Analytical Purpose

The objective of analytical writing is to illuminate and analyze potential

solutions to the writer's inquiry, selecting the best responses based on the

writer's standards. Analytical writing frequently studies causes, examines

effects, assesses effectiveness, assesses solutions to issues, builds links

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between different concepts, or analyzes the arguments of others. Analysis

papers and critical analyses are two kinds of analytical assignments.

3. Informative Purpose

Giving the readers fresh knowledge about the topic is the purpose of

informative writing. Writing that is informative differs from analytical

writing, which attempts to persuade the reader to share the author's viewpoint.

The author hopes to broaden the readers' comprehension with this helpful

objective.

Based on the explanation above, it can be concluded that the purpose of writing

is to inform the readers about various things, such to persuade and analyzed. These

objectives show the variety purpose of writing which is a powerful form of

communication and can have a positive impact on the readers. Thus, the purpose of

writing are various and depends on the intentions and wishes of the writer.

2.1.3 Aspect of Writing

According to Brown in Nurhayati (2020), in writing process there are several

aspect that must be considered, they are:

1. Organization

How well the ideas are structured and presented within the writing. The

organization includes the effectiveness of the introduction, the logical

sequence of ideas, sentences that return to the main idea, the conclusion, and

appropriate length.
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2. Content

The substance of the writing, including the main ideas, arguments,

information presented and how related the content to the topic. Vocabulary

3. Vocabulary

The choice and use of words to effectively convey meaning and enhance the

writing.

4. Grammar

Grammar is not only concerned with syntax, but also related with the way

words are formed, which then can change their form to express different

meaning. The correctness of sentence structure, verb tense, agreement, and

other linguistic elements.

5. Mechanics

The technical aspects of writing, such as spelling, capitalization, punctuation

and formatting.

2.1.4 Types of Writing

There are a lot of disagreements when people talk about different types of

writing. According to Wishon and Burks in Sarlin (2021), types of writing into four

categories; narrative, description, exposition, and argumentation.

1. Narration

Writing that tells tales or narratives about actual or imagined occurrences is

referred to as narrative writing. A narrative paragraph structure is one in

which a sequence of events is occasionally narrated in the beginning, middle,

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and end order. The word "narrative" is derived from "telling" (story telling).

The narrative consists of a sequence of factual and fictional events that occur

in chronological order. Because narrative writing involves telling a story, it is

typically lengthy. In addition to attempting to convey facts, the author also

attempts to create and convey a story, complete with characters, conflicts, and

places.

2. Description

Writing that provides a thorough description of a subject, whether non-fiction

or fiction, is known as descriptive writing. Poetry, diaries, nature essays,

plays, novels, and explanations of concepts or ideas are a few examples of

descriptive writing. The term "descriptive writing" comes from the verb

"describe," which means to describe. It uses all five senses sight, hearing,

taste, smell, and touch to describe an object or setting, as well as its physical

attributes like size, shape, color, and personality. It also displays words or

phrases that refer to situations or adjectives.

3. Exposition

Writing with the intention of informing or elucidating the reader is called

exposition. Because it aims to explain an idea or a topic with the backing of

data and statistics where necessary, expository w riting is also known as

explanatory writing.

4. Argumentation

Argumentative writing is collecting and presenting evidence, allowing the

reader to make an informed decision regarding the topic. Argumentative

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writing aims to get the reader to acknowledge that your side is valid and

deserves consideration as another point of view. General technique of

argumentative writing: Offers the reader relevant reasons, credible facts, and

sufficient evidence to support that the writer has a valid and worthy

perspective.

In conclusion, different types of writing serve different purposes. narrative

writing tells stories, descriptive writing provides detailed descriptions, exposition

aims to inform, argumentative writing aims to convince the readers. Each type of

writing has its own unique characteristics and techniques that writers use to

effectively communicate with their readers.

2.1.5 Process of Writing

Writing is a productive skill that requires a process to be realized. According

to Sa’adah (2020), the writing process is divided into four steps:

1. Planning

Planning is the first step in the writing process that helps the writer to consider

the purpose, content structure, language usage, readers or readers, and

avoid writing outside of the topic you have chosen.

2. Drafting

Drafting is the initial process of putting ideas into writing. In the drafting

process, the writer doesn't have to worry about grammar and spelling

mistakes. This draft is then edited and revised so that it gets.

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3. Editing (Reflecting and Revising)

Editing and revising is the process of editing and revising the final draft by

checking things related to good writing criteria such as grammar, spelling,

mechanics, choosing the right vocabulary, coherence, organization, etc.

4. Final Version

Once the authors edit the draft and make changes, they produce a final version

that is ready to be sent to the target audience. he last step in the writing

process is the final draft. The writer is ready to produce their writing.

Based on the explanations above, it can be concluded that, writing is a skill

that requires a structured process to be successful. The writing process, as explained

above, planning, drafting, editing, and final version. By following these steps, writers

can organize their thoughts, refine their ideas, and produce high-quality written work.

This process helps writers effectively communicate their message and engage their

audience.

2.2 Definition of Descriptive Text

According to Aliche in Mia (2021), defines descriptive text as a type of text

that aims to describe and reveal specific persons, places, or things. Descriptive texts

often utilize vivid language and sensory details to paint a clear picture for the reader,

allowing them to visualize and understand the subject being described.

According to Mayekti (2020), a descriptive text is one that gives a clear and

detailed description of an object, such as a person, an animal, a thing, or a location.

The readers can imagine the object mentioned in this scenario.

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Meanwhile, based on Saidatunnur (2019), explained that descriptive text is

detailed text, where descriptive text is seen based on a generic structure which can

then be divided into three parts, namely identification which is part of identifying an

object to be described, then description which is part of describing. an object, be it an

animal, human, object, and some of them, and the last part is the closing part which is

a summary of something that has been explained.

Based on the definitions above, it can be concluded that descriptive text is a

paragraph that intends to describe something. Descriptive text is a type of text that

describes the characteristics or properties of an object, be it a person, place, thing or

animal.

2.2.1 Purpose of Descriptive Text

The purpose of descriptive text is to provide a clear and detailed picture of

the object to the reader. In addition, it allows readers to experience the writers'

emotions as they envisage them through the clear visualization of a scene, a person,

or an object. Because of this, an effective description can elicit strong feelings from

readers through mental images of the subject.

According to Dirgeyasa in Peranita (2023), the purpose or social function of a

descriptive text is to describe a person, place, or thing in such a way that an image is

formed in the reader's mind. This type of text is used to describe people. It means that

the social function of descriptive text is to describe something, people, about the

characteristic conditions of the objects and people.

Based on the explanations above, it can be concluded that writing descriptive

text is a way of providing a detailed and objective account of a subject, focusing on

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its physical attributes, characteristics, and qualities. It uses specific language, sensory

details, and vivid imagery to create a vivid and immersive reading experience,

evoking emotional responses and triggering associations, ultimately fostering a

deeper connection with the subject.

2.2.2 Generic Structure of Descriptive Text

Descriptive writing uses two general structures; identification and description.

1. Identification

The identification section is the opening part of a descriptive text. This

section is about a general description or introduction to a person, place,

animal, or object to be described. This is the stage at which the author

announces the subject to be discussed. This identification gives a brief

overview of what will be the focus of the description in the text. For

example, if the text describes a city, the identification section could include

the name of the city and its location.

2. Description

The description section is the core of the descriptive text. In this section, the

author provides a detailed description of the subject that has been previously

identified. It includes an explanation of the characteristics, shapes, colors, or

anything related to the subject being described. Descriptions in descriptive

text should describe the subject clearly so that the reader can imagine or

understand the subject without seeing it directly. For example, if the subject

is an animal, the author will explain how the animal looks, behaves, and has

physical characteristics.
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2.2.3 Characteristic of Descriptive Text

A good descriptive text must contain several characteristics that must be

considered. According to Munawir in Frilia (2022), there are several characteristics of

descriptive text including:

1. Writing a good descriptive text should include lots of sensory images that are

clear and appealing to the reader. Descriptive text writing is also expected to

be able to paint a picture of the feelings evoked by people, places, or things in

the writer.

2. A good descriptive text usually uses figurative language including analogy,

hyperbole, metaphor, symbolism, and personification so that it can help

clarify the image from the reader's mind.

3. Descriptive text must use the right language be it adjectives, nouns. The use of

adjectives, nouns, and verbs can be a powerful action to bring to life any

picture painted in the reader's mind.

4. Descriptive text writing must be organized to produce a good descriptive text.

There are several ways to organize the writing of descriptive text which

include chronological clarity (time and location), and order of importance.

When describing people, you can start with a physical description, then follow

with how that person thinks and acts.

5. Contains the generic structure of descriptive text,; identification and

description.

6. Using simple present tense.

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7. Focuses on certain objects, whether it is humans, plants, animals or inanimate

objects. for example my house, dog, it, him, her, etc.

In conclusion, writing a good descriptive text requires the use of sensory

images that are clear and appealing to the reader. It should also evoke feelings and

emotions related to the subject being described. Figurative language such as

analogy, hyperbole, metaphor, symbolism, and personification can enhance the

imagery in the text. The use of adjectives, nouns, and verbs is essential to bring

the description to life. Organizing the text in a logical manner, such as through

chronological clarity or order of importance, is crucial for creating an effective

descriptive text. Additionally, following the generic structure of descriptive text

and focusing on specific objects or subjects using simple present tense can help

create a compelling piece of writing.

2.2.4 Kinds of Descriptive Text

According to George in Ilfah, descriptive text have three kinds as follows:

1. Describing of People

Describing people involves detailing their physical appearance, personality

traits, mannerisms, and behaviors. This can include aspects such as height,

build, hair color, facial features, clothing style, body language, and

expressions. Additionally, descriptions may encompass personality traits like

confidence, friendliness, introversion, or kindness, as well as habits or quirks

that characterize the individual.

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2. Describing of Place and Scenes

Describing places and scenes involves painting a vivid picture of a location or

setting. This includes conveying the atmosphere, sensory details (such as

sights, sounds, smells, and textures), geographical features, architectural

elements, weather conditions, and overall ambiance. The goal is to transport

the reader or listener to the described place, allowing them to visualize it and

immerse themselves in the scene.

3. Describing of Things And Objects

Describing things and objects involves providing detailed information about

physical items, artifacts, or possessions. This may include size, shape, color,

material, texture, functionality, and any distinctive features or characteristics.

Descriptions of things and objects can range from mundane everyday items to

unique or significant artifacts, with the aim of conveying their appearance and

significance to the audience.

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2.2.5 Example of Descriptive Text about Place

Source: Google Photo

Tor SiMago-Mago

Tor Simago-Mago is a tourist attraction area located in the village

of Huta Raja, Sipirok District, South Tapanuli, North Sumatra.
Tor Simago-Mago is on the out skirts of the village, which faces
directly into the mountain of Sibual-Buali. This tour attraction has Introduction
such easy access to reach its location; it only takes about 10
minutes from the sub-district center of Sipirok and only 40
minutes from Padangsidimpuan.
Tor Simago-Mago peak has an area of about 1/2 hectare at an
altitude of 1,376 m above sea level, making this hill a landscape of
beautiful and eye-catching scenery. This tour attraction has a
panoramic nature span with views of the vast plateau and other
hill views. To enter this tourist attraction area, visitors must make
registration or purchase entrance tickets first at the gate area. In Description
the peak area, there are several facilities, such as tables and chairs
made of cement, for visitors, and there are also some common
facilities, like towels and barracks. The peak area of the hill is
covered with large pine trees that add to the beauty of the tour and
make the air on this Tor Simago-mago feel quite cool.
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2.3 Guide Question Technique

2.3.1 Definition of Guide Question Technique

Guide question is a technique, by creating questions designed to guide

students in understanding the learning material, stimulate critical thinking, and help

them develop a deeper understanding. According to Traver in Nasution (2021),

guided question technique that direct the search for understanding. As a teaching

technique, it can be very useful for helping students to explore a topic or information

they need to write a text.

Meanwhile, Mayers in Nasution (2021), stated that questions can be way to

help exploring topic in writing skill and any good paragraph or essay goes through

many stages before its finished. Frist you may simply explore your subject by using

questions. So, the guided question technique as of technique can be used in writing

and it can be very useful for helping the students to make writing easy.

By using this guide question, teachers can guide students in understanding the

basic concepts in writing descriptive texts and stimulate their critical thinking. The

guide question can also help students to focus on learning purpose and guide them in

developing good description writing skills as well as encourage them to think more

critically and reflectively.

2.3.2 Characteristic of Guide Question Technique

Several elements of the guide question define it opposed to the other question.

Traver in Dian (2018), identified four typical guide questions, arranged as follows:
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1. Open but focused research on specific topics

It is advised that teachers use the guiding-question technique when teaching

writing, and they should be mindful the questions that are used. Students

would have the chance to clarify their understanding or lack thereof in

response to a teacher-posed open-ended inquiry. Thus, actual perception and

more precise data would be obtained. The questions also need to be well-

organized and establish the lesson's or unit's main point.

2. Non-Judgement

High level cognitive labor, such as the creation of a comprehensive

description, model evaluation, or judgment, is required to answer them

without passing judgment. Teachers should be able to guide students' thought

processes when they are structuring their ideas in written form through the use

of questions. Furthermore, the request must be asked in an informal and

enjoyable manner. Therefore, having students respond to the questions will

not impress them.

3. Simulating

It should be possible for the guiding questions to stimulate students ideas.

Teachers need to be able to help students develop their comprehension of how

to organize ideas for writing. in order to give them the impression that writing

is not a difficult skill.

4. Concise, their contain only a handful contain

Succinct demonstrates that the question should be given weight and focus on

topics that have been determined.

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2.3.3 Kinds of Question

According to Taylor in Marpaung (2023), there are some examples of

guided questions that can be used to give students writing instructions, they

are:

1. What

There are many functions to this word query. First a connection between a

name or term and entity or phenomenom may be requested. Second, a

definition of a specific entity, method or concept may be requested.

2. Who

Who and whom can request the identification of individuals or groups of

affected by an event or action to identify whom asks for people who are

affected by an event or action.

3. Where

When the place, time, and period of events and objects are asked by these

kinds of question words than each event has the setting where and when it

occurred. Detailed issues of frequency, coverage, duration, regularity, and

other topics can also be defined.

4. Why

Application for an answer and a hypothesis is still why it is possible to use it

in many ways. Next, it can be used to ask for casual confirmation implying

the causes of any event or phenomenon.

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5. When

The even we are reporting on happened at this point we can use almost any

unit of time, from the day, date, year, to what time the event took place.

6. How

It is possible to use the query word in a variety of ways. First, instead of a

phenomenon or an entity, it may request a summary of a mechanism.

Second, it may be a plea for different features or characteristics. Finally, a

request for an explanation may be needed.

2.3.4 Learning Steps of Guided Questions Technique

According to Khoti (2020), there are some steps to using the guide question

technique in teaching writing:

1. The teacher will give the students about the picture that represent the

topic. For example: if the topic is about people, the teacher can give the

picture of artist or father.

2. Starting from the first question then move to the next. The writer should

follow the questions from the first then answer it to make their writing

organize well.

3. The teacher will ask the students to write their answer in a piece of paper.

4. Develop this answer into a paragraph which, so far as you can, lists the

reasons for choosing the answer you did or some of the facts and ideas

that you think might support it.

5. After all questions are answered, the students should make the answers of

guided questions become a paragraph writing on the paper. The students

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need some conjunctions that will be used to connect the sentence. The

sentences of the answers are connected become the paragraph. The

paragraph should be based on the generic structure of the descriptive text.

It can be said that the students need to consider where the identification

and description of the text are. The students may add more ideas related to

the answers as a supporting detail for the sentence.

The combinations that will be used by the students to connect the sentences

must be various. The paragraph is formed out of the connected sentences in the

responds. The structure of the descriptive text should serve as the base for the

paragraph. It means that students must think about the locations of the text's

introduction and description. In order to complement the statements, the students can

also include other concepts related to the responds.

These steps will be repeated as many as they are treated in this research until

students get used to using guided questions before writing descriptive text. Once they

get used to it, they can make guided questions by themselves, answer the questions,

then build them into a well-organized descriptive text.

2.3.5 The Advantages and Disadvantages of Using Guide Question

Technique

Before beginning a writing assignment, the writer can get some advantages

and disadvantages from using guided questions technique. According to Vitriani,

there are several advantages of using guided question technique, they are as follows:
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1. Guided question help the students to begin construct the sentences.

Because before they wrote, they make some question related the topic then

they answered it and it make them easier to write.

2. Through guided question, the story that they wrote showed a fairly good

link between topic and whole content because what they wrote from their

question is related with the topic.

3. Guided question help the students to organize the sentence because they

arranged the sentences from their answer.

4. In starting to construct the sentences, the students were able to wrote well.

They were not longer dizzy and confused to start in their writing because

it is always corrected writings.

After knowing some of advantages of using the guide question technique

above, there are also some of dis advantages. Harianto in Khoti (2020), suggested that

there is a problem of using guided questions. The problem usually happens when

using this technique is because the questions are too difficult for the students. To

solve it, the researcher must prepare the guided questions as well and the questions

must be suitable with the students’ level. Meanwhile, based on Nasution (2021), the

disadvantages of guiding questions technique is it may be difficult to apply the guided

writing process in a big group of students. It is difficult for the teachers to handle the

students in a big group.

 25

2.4 Conceptual Framework

One aspect that hinders students from writing good and correct descriptive

texts is their difficulty in generating and organizing their ideas into well-organized

paragraphs, as well as the lack of teaching techniques used by teachers.

However, one of technique for teaching students to write descriptive text is

through guided questions. The guided questions technique is a type of teaching

technique used by giving 5W + 1H questions to students to direct them in writing

descriptive text. Students can be guided by answering the list of 5W+1H questions

provided. After answering these questions, students can organize their ideas into

paragraphs using an outline.

As long as they follow the instructions and respond to the teacher's questions

before starting to write, guided questions can help students more easily write

descriptive text. Additionally, the use of guided questions helps students concentrate

on the concepts they want to write about and connect phrases into cohesive ideas in

the target language.

Based on the explanation given above, the researcher believes that guided

questions that are answered well can produce good and correct descriptive texts,

which discuss all components of creating descriptive text, including structure,

vocabulary, and grammar.

The following are the concepts that will be implemented in the research;

1. Giving a pre-test in the form of a test to write descriptive text about a place to

the students before using the guiding question technique

 26

2. After giving the pre-test, the researcher gave a treatment by using the guide

questions technique to students.

3. After gave a treatment by using the guide question technique, then the

researcher give the students a post-test in the form of a test on writing

descriptive texts about places.

Pre-Test

Implementation of Guide Question Technique

Post-Test

Result

Figure 2.1 Conceptual Framework Scheme

2.5 The Relevant Study

1. Based on Juleha, Romdanih, Herlina (2019), entitle “Meningkatkan

Keterampilan Menulis Teks Deskripsi Siswa melalui Teknik Pertanyaan

Panduan”. The result of the study showed that there was a significant

improvement in the writing test in writing student descriptive texts. This

can be seen from observations that show that students are enthusiastic

about working descriptive. Furthermore, the results of the writing test

showed that students reached the Minimum Criteria with an average score

on the first cycle of 76 with a percentage of students that is 77%, the

 27

second cycle was 76 with 77% of students and the third cycle is 80 with

100% of students. The results indicated that there was a significant

improvement in writing tests in the writing of student descriptive texts. It

may be suggested that guiding questions techniques facilitate students to

improve their writing skills.

2. Next research from Khoti Isnaeni (2021), entitle “The Influence of Using

Guided Questions Towards Students' Descriptive Text Writing Ability At

The First Semester Of The Eighth Grade Of MTs N 2 Bandar Lampung In

The Academic Year Of 2020/2021”. This research is based on students '

difficulties in writing where the writing scores of students in the eighth

grade of MTs N 2 Bandar Lampung are still low . However, after

analyzing the data, the researcher can find out the results of Sig (Pvalue) =

0.004 < = 0.05. So the conclusion obtained is that the use of the quiding

questions method has an effective influence in improving students' ability

to write descriptively in the eighth grade of MTs n 2 Bandar Lampung.

3. The last research from Festi Frilia (2022), entitle “The Use Of Guiding

Questions Technique To Improve Writing Skill At The Eighth Student of

Smp Negeri 35 Makassar”. The result of this research showed that the use

of guiding question techniques in writing descriptive texts can improve

students' writing skills at SMPN 35 Makassar. It can be seen from the ased

on the results of data analysis, the students' pre-test results were 42.12 then

after receiving treatment the student's score increased to 79.35 in the post-

test.
 28

2.6 Hypothesis

A hypothesis is generally understood as a temporary answer to a research

problem. A hypothesis is determined as a tentative to research problem until the data

gained be proved. The research hypothesis is formulated as follow:

1. The Alternative Hypothesis (Ha )

There is an improvement of students’ ability in writing descriptive text at

grade X-2 SMA N 4 Padangsidimpuan.

2. The Null Hypothesis (HO )

There is no improvement of students’ ability in writing descriptive text at

grade X-2 SMA N 4 Padangsidimpuan.

CHAPTER III
METHODOLOGY OF THE RESEARCH
3.1 Place and Time of the Research

The location of this research is SMA N 4 Padangsidimpuan, a school located

in Jl. Sutan Soripada Mulia, Kecamatan Padangsidimuan Utara, Kota

Padangsidimpuan, Provinsi Sumatera Utara. Headmaster at SMA N 4 Padangsidipuan

is Jahrona Sinaga, S.Pd., The researcher chosen this school because;

1. There are identified some of the problems of students in learning descriptive

text.

2. Availability of curriculum and learning materials that are relevant to the

research that will be conducted and also because availability data, facilities

and resources.
 29

3. Then, the location of this school is accessible in terms time and fund for the

researcher.

The time for conducting the research is carried out after the completion of the

seminar proposal.

3.2 Types of the Research

This research uses quantitative research. According to Punch in Ardiawan

(2023), quantitative research is empirical research where the data is in the form of

something which can be calculated. Quantitative research pay attention to data

collection and analysis in numerical form. According to Adnan (2020), experimental

research is a type of quantitative research where the researcher manipulates one or

more independent variables (independent variables), controlling for other relevant

variables, and observing the effects of manipulation of the attachment variable

(dependent variable). Experimental research aims to determine whether a causal

relationship exists between two or more variables.

Based on the explanation above, to obtain data and conclusions about the

improvement of students' ability to write descriptive text through the guide question

technique, the researcher used this experimental research.

3.3 Population and Sample

3.3.1 Population

According to Handayani (2020), population is the total of each element to be

studied which has the same characteristics, it can be in the form of individuals from a

group, events, or something to be research. It means, population refers to the total

number of subjects in a research, including individuals, groups, events, or something

 30

to be research. The population of this research are students at SMA N 4

Padangsidimpuan in the Academic Year of 2023/2024, where the researcher chosen

grade X as the population, with the total numbers of population are 331 students.

Table 3.1 Population

No. Grade Number of Students’
1 X-1 33
2 X-2 34
3 X-3 32
4 X-4 34
5 X-5 32
6 X-6 33
7 X-7 34
8 X-8 33
9 X-9 32
10 X-10 34
Total 10 331
Source: Administration SMA N 4 Padangsidimpuan

3.3.2 Sample

According to Sugiono in Istapra (2022), the sample is part of the quantity and

characteristics of population. Based on the explanation above, it can be concluded

sample is a part of a population that is being reaearch, representing both its quantity

and characteristics.

According to Arikunto in Istapra (2022), if there are less than 100 students, it

is better to take all of them so that the researcher applies population research.

Furthermore, if the number of samples is more than 100, it can be taken as a sample

between 10-15% or 20-25% of the existing population.

The technique of colleting sample used in this study is purposive sampling.

Purposive sampling is a technique for matching sample data with target sample data.

Purposive sampling was used to collect the sample because, the specified sample is
 31

considered to be matching and represents the sample criteria that the researcher

needs. It can be determine based on the researcher’s interview with the English

teacher at the school. The sample of this research are students of grade X-2 SMA 4

Padangsimpuan in the academic year of 2023/2024.

Table 3.2 Sample

Grade Number of Students’
X-2 34
Total 34
Source : Administration SMA N 4 Padangsidimpuan

3.4 Technique of Collecting Data

Mazhar (2021), stated that data collection is defined as the process of gathering,

evaluating and analyzing precise understandings for research using typical

authenticated methods. In collecting the data, the researcher used some instruments to

determine easier, good result, and accurate, including:

3.4.1 Observation

Observation is one of the data collection techniques in any research and is

used to obtain information or data for the study. Based on Istapra (2022), observation

is the process of collecting research data in which researchers look at situations and

conditions.

3.4.2 Interview

An interview is a question-and-answer type of round where a person asks

questions and the other person answers those questions. It can be a one-on-one two-

way conversation. According to Taherdoost (2021), in interviews, as a fundamental

way of social interaction, questions are asked and data is collected using provided

answers.
 32

3.4.3 Writing Test

In this research, researchers use a writing test as a technique for collecting data.

The writing test that will be used is writing descriptive text about place “Aek Sijorni’

and “Tor Sibohi”. By using this test, researchers can obtain data about students'

descriptive text writing abilities. The test divided into two parts; pre-test and post-

test.

1. Pre-Test

The pre-test is a set of test giving before class begin with the aim of

understanding how students will react to the teaching materials. According to Isra

(2019), pre-test is prior to starting treatment, a pre-test assesses a characteristic or

feature of the individuals being examined. Pretest is carried out before give a

treatment to the sample, which aims to collect information about participants or

subjects before intervention or treatment. This serves as a basis for comparing

changes or differences in subsequent treatment.

2. .Post-Test

According Sinaga (2023), post-test is an assessment conducted after an

intervention, treatment, or study, comparing data collected after the intervention with

baseline data from a pretest. The post test is carried out after gave a treatment to the

sample.

3.5 Technique of Analysis Data

In this research, the technique of collecting data is observation and tests. The

data analysis technique that will be used in this research is carried out using a
 33

statistical process. All the data is collected, then analyzed using the following

procedure:
'
Studen t s correct answer
Score = x 100
Total number of items

The classification of students’ achievement as follows:

Table 3.4 Classification of Students’ Achievement

Classification Score
Excelent 80-100
Good 66-79
Fair 56-65
Poor 41-55
Very Poor <40
Source: Arikunto in Nurlita(2023)

Calculating the rate percentage of the students’ score.

Fq
P= x 100%
N

Where: P : Percentage
Fq : Frequency of the students’ score
N : The total number of the students’

Finding out the mean score by using the following formula:

X=
∑X
N

Which: X : Mean score

∑X : Total number
N : Number of students’
 34

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 37

APPENDIX I
Pre-research Interview Data
No Question Answer
.
Kurikulum apa yang digunakan Kurikulum yang digunakan saat ini ada
SMA Negeri 4 dua, untuk kelas XI dan XII masih
Padangsidimpuan? menggunakan kurikulum K-13,
sedangkan untuk kelas kelas X
meggunakan
1. kurikulum merdeka.

What curriculum does SMA There are two curriculum currently used,
Negeri 4 Padangsidimpuan for grades XI and XII, they still use the
used? K–13 curriculum, while for grade X, they
use Merdeka curriculum.
2. Adakah pengaruh dari Seharusnya memang ada pengaruh dari
kurikulum yang digunakan penggunaan kurikulum Merdeka terhadap
terhadap kemampuan belajar kemampuan belajar siswa. Namun,
siswa di kelas X, khususnya karena saat ini masih dalam tahap awal
dalam menuis? penerapan kurikulum Merdeka, saya rasa
 38

penggunaan kurikulum tersebut belum

begitu berpengaruh.

Is there an influence of the There should be an influence from the use

curriculum on students’ learning
of the Merdeka curriculum on students'
ability at grade X, especially in
learning abilities. However, because we
writing? are currently still in the early stages of
implementing the Merdeka curriculum, I
don't think the use of this curriculum is
very influential.
Dalam pembelajaran menulis, Ada 2 jenis teks yang dpelajari siswa di
apa saja jenis teks yang kelas X, yaitu descriptive text dan
dipelajari siswa di kelas X? narrative text.
3.
In learning to write, what types There are 2 types of texts that students
of text do students learn at grade study at grade X, namely descriptive and
X? narrative text.
Bagaimana kemampuan siswa Sejauh ini kemampuan menulis siswa
dalam menulis? masih tergolong rendah, baik itu dalam
menulis teks descriptive maupun teks
narrative.
5.
How is students' ability in So far, students' writing ability is still
writing? relatively low, both in writing descriptive
text and narrative text.
Apa saja faktor yang membuat Menurut saya ada beberapa faktor yang
kemampuan menulis siswa membuat siswa lemah dalam menulis,
masih tergolong rendah, diantaranya; kurangnya mina, motivasi,
khusunya dalam menulis teks dan pemahaman siswa dalam menulis,
deskriptif? khusunya dalam menulis teks deskriptif
dan juga karena tidak adanya latihan
menulis diluar jam sekolah.

6.
What are the factors that makes I think there are several factors that
students' writing ability still makes students relatively low in writing,
relatively low, especially in among them; lack of interesting,
writing descriptive text? motivation, and understanding of students
in writing, especially in writing
descriptive text and also because of the
absence of writing practice outside of
school hours.
7. Menurut ibu, apa saja kesulitan Yang pertama, kurangnya pemahaman
siswa dalam menulis teks siswa mengenai apa itu teks deskriptif,
 39

deskriptif? baik itu dari segi pemahaman, fungsi,

maupun strukturnya. Kurangnya kosakata
yang dimiliki siswa dan mungkin juga
karena proses pembelajarannya yang
tidak bervariasi.

According to you, what are Firstly, students' lack of understanding of

students’ difficulties in writing what descriptive text is, both in terms of
descriptive text? understanding, function and structure.
The lack of vocabulary that students have
and also maybe because the learning
process is not varied.

APPENDIX II
Pre-Test and Post-Test 1
Name :
Grade :
Tulislah teks deskriptif dengan topik "Aek Siorni" minimal terdiri dari 150 kata.
(Write a descriptive text on the topic "Aek Siorni" consisting of at least 150 words.)
 40

Source: Google Photo

APPENDIX III
Pre-Test and Post-Test 2
Name :
Grade :
Tulislah teks deskriptif dengan topik "Tor Sibohi" minimal terdiri dari 150 kata.
(Write a descriptive text on the topic " Tor Sibohi " consisting of at least 150 words.)
 41

Source: Google Photo