The Role of Guided Questions in Enhancing Student’s English Writing Ability
DOI:
https://doi.org/10.54518/rh.5.4.2025.633Keywords:
Descriptive Text, Guided Questions Strategy, Quasi-Experimental Design, Writing AbilityAbstract
Many students encounter challenges in organizing ideas, developing content, and maintaining coherence in descriptive writing tasks. In response to this issue, guided questions were introduced as a structured instructional approach to help students think critically and write more effectively. The purpose of this research was to analyze the differences in students’ writing performance before and after the implementation of the guided questions strategy and to compare the results with those of students who were taught using traditional methods. The research used a quasi-experimental design involving 70 students, divided into control and experimental groups. Both groups completed pre-tests and post-tests focused on descriptive text writing. Data were analyzed using descriptive statistics to observe patterns of improvement. The results showed that students in the experimental group experienced greater improvement in their writing scores and moved into higher performance categories compared to the control group. The results have implications for educators that guided questions offer practical and adaptable approach to support students in developing their writing skill. These findings suggest that the guided questions strategy can enhance students’ ability to generate and organize ideas in writing. Therefore, this strategy is recommended as an effective method for improving writing instruction in similar educational contexts.
Downloads
References
Amelia, W. P., Gurning, B., & Suswati, R. (2015). The effect of guiding questions technique on students’ achievement in writing descriptive text. GENRE Journal: Journal of Applied Linguistics of FBS Unimed, 5(2), 1–10.
Avalos, M. A., Secada, W. G., Zisselsberger, M. G., & Gort, M. (2017). “Hey! Today I will tell you about the water cycle!”: Variations of language and organizational features in third-grade science explanation writing. The Elementary School Journal, 118(1), 149-176.
Azhari, D., Evenddy, S. S., & Barathayomi, W. (2021). The influence of guided question technique combine picture series toward students’ writing ability in recount text. PROCEEDING AISELT, 6(1), 94-104.
Baddane, K., & Ennam, A. (2024). Measuring pedagogical transformation: A quantitative analysis of critical thinking integration in literary criticism for heightened student engagement and learning outcomes. International Journal of Linguistics, Literature and Translation, 7(1), 39-50.
Bailey, S. (2014). Academic writing: A handbook for international students. London: Routledge.
Brown, H. D. (2000). Teaching by principles: An interactive approach to language pedagogy. New York, NY: Longman.
Damanhouri, M. (2021). The effectiveness of scaffolding as a teaching strategy in enhancing English language learners’ motivation in writing: A case study. Journal of Arts and Humanities, 10(03), 49-58.
Fadilah, Z., & Syam, H. (2022). The implementation of guided questions technique in improving students’ ability in writing descriptive text. Datokarama English Education Journal, 3(1), 48-55.
Fitri, A., Widoretno, S., & Saputra, A. (2021). Improving students’ writing skills of content and context aspect in biology using guided inquiry learning. Jurnal Kependidikan Penelitian Inovasi Pembelajaran, 7(2), 217-231.
Indriani, R., Zahrida, & Hardiah, M. (2019). The effect of guided question technique on students’ writing ability in descriptive text. Journal of English Education and Teaching, 3(2), 216–229.
Ismail, N., Abdul, N. B., & Jumiaty, A. A. (2022). The effect of guiding questions technique in teaching students to write content of recount text at SMP Negeri 1 Sungguminasa. English Language Teaching Methodology, 2(2), 153-160.
Javaid, M., Haleem, A., Singh, R. P., Khan, S., & Khan, I. H. (2023). Unlocking the opportunities through ChatGPT Tool towards ameliorating the education system. BenchCouncil Transactions on Benchmarks, Standards and Evaluations, 3(2), 1-12.
Karimi, M., Ghorbanchian, E., Chalak, A., & Tabrizi, H. H. (2020). Instructional scaffolding with graphic organizers to improve EFL learners' listening comprehension and incidental vocabulary acquisition. Elixir Social Science, 149(1), 50-60.
Knapp, P., & Watkins, M. (2005). Genre, text, grammar: Technologies for teaching and assessing writing. Sydney: University of New South Wales Press.
Li, D., & Zhang, L. (2022). Exploring teacher scaffolding in a CLIL-framed EFL intensive reading class: A classroom discourse analysis approach. Language Teaching Research, 26(3), 333-360.
Lutfiah, L., & Hidayat, A. N. (2024). The use of guiding questions technique to improve the students’ writing recount text. NUSRA: Jurnal Penelitian dan Ilmu Pendidikan, 5(4), 1648–1654.
Marlina, M. (2024). Enhancing EFL learners’ writing skills: challenges, strategies, and pedagogical insights. Journal of Educational Studies, 2(2), 88-97.
Muhtar, S. N., Rustina, L., & Dalimunthe, R. N. (2020). Guiding questions technique to improve students’ writing skills: Recount text. Jurnal Ilmiah Bina Bahasa, 13(1), 27–36.
Mustaidah, M., Umami, M., & Ruwandi, R. (2024). The effectiveness of guided question technique to improve students’ ability in writing descriptive text in the seventh grade of SMPN 1 Pabelan. Journal of English Language Teaching and Learning (JETLE), 6(1), 91-103
Muttaqin, W. M. (2020). Integrating instruction approach with learners' cognitive style to enhance EFL Indonesian students' writing achievement. International Journal of Instruction, 13(1), 623-636.
Pertiwi, S., & Kareviati, E. (2021). The implementation and the student’s responses of guided question technique in teaching writing recount text. PROJECT (Professional Journal of English Education), 4(2), 193–201.
Piamsai, C. (2020). The effect of scaffolding on non-proficient EFL learners’ performance in an academic writing class. LEARN Journal: Language Education and Acquisition Research Network, 13(2), 288-305.
Rahmanita, R., & Rahmadhani, E. (2022). The effect of guided question technique towards students’ writing ability. RiELT Journal, 2(2), 1–10.
Riwayatiningsih, R. (2019). Improving writing skill with questioning: A path on critical thinking skill. Metathesis: Journal of English Language, Literature, and Teaching, 3(2), 203-213.
Silfia, M., Rianti, A., Lieyanti, F., Tarigan, T., & Asrul, N. (2022). Guided questions technique towards the students recount text writing. INTERACTION: Jurnal Pendidikan Bahasa, 9(2), 326–333.
Supeno, Maryani, Lesmono, A. D., & Astutik, S., (2023). The effect of scaffolding prompting questions on scientific writing skills in the inquiry classroom. Jurnal Pendidikan Indonesia, 12(1), 30-38.
Tsang, A. (2017). EFL/ESL teachers’ general language proficiency and learners’ engagement. RELC journal, 48(1), 99-113.
Tseng, Y. C., & Lin, Y. H. (2024). Enhancing English as a Foreign Language (EFL) Learners' writing with ChatGPT: A university-level course design. Electronic Journal of e-Learning, 22(2), 78-97.
Vaughn, S., Boardman, A., & Klingner, J. K. (2024). Teaching reading comprehension to students with learning difficulties. New York: Guilford Publications.
Vitriani, A. A., & Amzah. (2021). The effect of guided question in enhancing the students’ writing skill. Inspiring: English Education Journal, 3(2), 39–45.
Wahyuni, D. S., Aggreni, A., Jamiluddin, J., & Marhum, M. (2024). Using guided questions technique (GQT) to improve students writing skill. Jurnal Onoma: Pendidikan, Bahasa, dan Sastra, 10(3), 2789–2803.
Wang, Y., Xin, Y., & Chen, L. (2024). Navigating the emotional landscape: Insights into resilience, engagement, and burnout among Chinese High School English as a Foreign Language Learners. Learning and Motivation, 86(1), 101-118.
Yuldasheva, L. L. (2025). Understanding the causes of students’ academic disengagement and strategies for improvement. Ta’lim Innovatsiyasi Va Integratsiyasi, 40(1), 226-235.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Mu'min, Bimas Reskiawan, Susi Astiantih
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
