The Efficacy of Guiding Questions in Writing Procedure Text at Senior High School: Teachers’ and Students’ Perceptions

This study explores teachers and students perceptions of the efficacy of guiding questions in writing procedure texts at senior high school. This study uses a qualitative descriptive research design. The collecting data in this study used questionnaires and interviews as research instruments. To manage student perceptions using a questionnaire and interviews to collect teacher perceptions. The sample of this study was thirty-five high school students and five teachers who teach English in high school. The results showed several benefits of using guided questions in writing, such as students feeling motivated, enjoying, and comfortable learning to write using guided questions. The teacher also considered the class atmosphere to be more lively. Students can easily convey their ideas and are more active in responding. In conclusion, using guiding questions is very positive for helping to learn to write because it benefits teachers and students. Then it can improve students' skills in writing texts and motivate students to learn. Using guiding questions also has a downside, as learning focuses on the student to overcome this. The teacher's role is very significant in learning to write texts.