THE INFLUENCE OF USING WH-QUESTION AS TEACHING GUIDANCE TOWARD THE STUDENTS’ ABILITY IN WRITING RECOUNT-TEXT

Abstract

The objectives of this research were (1) to know about the students’ ability in
writing recount text after being taught without using wh-question as teaching guidance,
(2) To know the students’ ability in writing recount text after being taught by using Whquestion as teaching guidance, and (3) To know whether there is a significant
improvement of the students’ ability in writing recount text who taught by using whquestion.
The hypothesis of the research are (1) There is no significant improvement of the
students’ ability in writing recount text who taught by using wh-question (H0) and (2)
There is a significant improvement of the students’ ability in writing recount text who
taught by using wh-question (H1).
This research is using an experimental design and quantitative method. In
collecting the data, the researcher used pre-test and post-test. The hypothesis was tested
by using t-test.
The research findings have shown the result of control class which is their
average score at pre-test is 55, 51. Then, their score at post test is 60, 89. Meanwhile, the
result of experimental class showed an improvement score from 55, 7 at pre-test and
became 69, 28 at post-test.
By seeing the result of hypothesis testing, it is gained that at the significant level
of 0.05 (5%) t-ratio (4.09) is higher than t-table (2.00) or 4.09 > 2.00, so that H0 is rejected
and H1 is accepted. Therefore, the hypothesis of this research is proved.