THE EFFECTIVENESS OF GUIDED QUESTIONS TECHNIQUE IN TEACHING NARRATIVE WRITING TO THE ELEVENTH GRADE OF SMAN 7 KEDIRI

Sari, Erika Marta (2026) THE EFFECTIVENESS OF GUIDED QUESTIONS TECHNIQUE IN TEACHING NARRATIVE WRITING TO THE ELEVENTH GRADE OF SMAN 7 KEDIRI. Undergraduate thesis, Universitas Nusantara PGRI Kediri.

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Abstract

Writing is a key productive language skill that eleventh-grade students are required to master under the Merdeka Curriculum, including narrative texts. At SMA Negeri 7 Kediri, students have experienced challenges in generating and organizing ideas, constructing accurate sentences, and using correct punctuation in narrative writing. To address these issues, the Guided Questions Technique (GQT) was implemented, offering structured questions to help students plan and organize their ideas before writing. This study evaluated the effectiveness of the Guided Questions Technique in teaching narrative writing to eleventh-grade students at SMA Negeri 7 Kediri. A quantitative, pre-experimental one-shot case study design was used with 30 purposively selected students from Class XI-1. Data were collected through a narrative writing post-test, assessed using an analytical rubric for organization, sentence structure, and punctuation. Each criterion was rated on a 1–5 scale, converted to a 100-point scale, and analyzed descriptively against the school's minimum passing grade (KKTP) of 70. The results indicated a mean final score of 82.00, classified as "Good" (SD = 8.60), with 25 out of 30 students (83.3%) meeting or exceeding the KKTP. Organization had the highest mean score (4.70), followed by Sentence Structure (3.93) and Punctuation (3.67). This suggests the technique was most effective in helping students structure their narratives, with a more limited impact on punctuation. These findings support the effectiveness of the Guided Questions Technique in improving narrative writing, aligning with the frameworks of Harmer (2004), Hedge (2000), and previous research on guided questioning. Teachers are encouraged to use GQT during the planning stage and supplement it with explicit punctuation instruction. Future research should consider experimental designs with control groups to provide stronger evidence.

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