The Effectiveness of Guided Writing Method to Improve Students’ Ability in Writing Narrative Text at SMAN 12 Pekanbaru

Abstract

English is important for global communication, but many students experience limitations in using it, so appropriate learning methods are needed. This study aims to determine the effectiveness of the guided writing technique in improving the narrative text writing skills of grade XI students at SMAN 12 Pekanbaru. The study used a quantitative method with a quasi-experimental design and a sample of two classes, each consisting of 43 students. The results showed no significant improvement in the experimental class. The Sample T-Test with SPSS showed a sig value (2-tailed) of 0.00 < 0.05 so that the alternative hypothesis was rejected and the null hypothesis was accepted. This means that the guided writing technique does not significantly affect students' narrative text writing skills. During the study, obstacles were also found such as limited student vocabulary, although some students remained active and confident when presenting their writing results. The implications of this study indicate that teachers need to consider using other methods or techniques that are more varied and appropriate to students' needs in learning writing, especially narrative texts. Guided writing can still be used as a support, but it should be combined with other strategies such as vocabulary enrichment, context-based learning, or the use of interesting media to increase student engagement.