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SKRIPSI THE USE OF THE GUIDED QUESTION STRATEGY TO IMPROVE DESCRIPTIVE TEXT WRITING SKILLS FOR 7TH GRADERS IN SMP SYUBBANUL WATHON

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Writing skills are one of the most important English language skills for students to learn, particularly the ability to write descriptive texts. However, based on observations of seventh grade students at Syubbanul Wathon Junior High School, it was found that the students’ descriptive writing skills remain low. This is due to several factors, including limited vocabulary, limited access to information sources, monotonous instruction, and low student motivation. Because of that, there is need to have alternative teaching strategies that can help students organize their ideas independently, stimulate their curiosity, and create a more enjoyable learning environment. To overcome the problem, the writer applied guided questions as a strategy for learning descriptive texts. It was a way to improve students’ descriptive writing skills while also boosting their motivation to learn. This study aims to determine the effectiveness of the guided question strategy in improving students’ descriptive text writing skills, as well as to determine its impact on increasing students’ motivation to learn. This study employed the Classroom Action Research (CAR) approach. The learning process was conducted in three phases which are Pre-Cycle, Cycle I, and Cycle II. In pre-cycle, the writer administered an initial test to assess the students’ writing skills and conducted observations to identify their level of learning motivation. In Cycles I and II, instruction was carried out using the guided question as learning strategy. The research subjects were 31 students in Grade 7 Parishi at Syubbanul Wathon Junior High School in Magelang during the academic year 2025/2026. Data were collected through test instruments, as well as non-test instruments such as observation and questionnaires sheets. The research results showed a significant improvement in students’ writing skills. The average writing score reached 85.5 in Cycle II. These results indicate that all students successfully achieved the criteria. A similar improvement was also observed in students’ learning motivation, as reflected in the average observation scores, which reached 87.8% in Cycle II, as well as the average motivation questionnaire scores, which reached 82.2% in cycle II. The discussion indicates that the guided question effectively helps students construct a systematic framework of thought before writing by directing their attention to important aspects of the object being described. This strategy has also been shown to enhance aspects of student motivation such as curiosity, self-confidence, participation in group discussions, and the ability to express opinions, as evidenced by consistent improvements across all observed aspects and those assessed in the questionnaire.

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Ketersediaan

Informasi Detail

Judul Seri

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No. Panggil

INGGRIS MAH T 2026

Penerbit

MAGELANG : UNIVERSITAS TIDAR., 2026

Deskripsi Fisik

XV;147 HLM;29 CM

Bahasa

English

ISBN/ISSN

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Klasifikasi

420

Tipe Isi

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Tipe Media

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Tipe Pembawa

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Edisi

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Subjek

PRODI_S1_PENDIDIKAN_BAHASA_INGGRIS
FAKULTAS_FKIP

Info Detail Spesifik

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Pernyataan Tanggungjawab

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Versi lain/terkait

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