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CHAPTER V CONCLUSION, IMPLICATION AND SUGGESTION
A. Conclusion
Based o the fi di gs of i p o i g stude ts E glish iti g skill th ough CQG“ i this research, the researcher drew some conclusions. The major conclusion of this research was that
the i ple e tatio of CQG“ had a ad a tages to help stude ts i p o e thei iti g competence and encourage them to be more active in writing class. Based on the result of the
esea h a o e, the o lusio ould e d a i to th ee poi ts as follo s: CQG“ ould i p o e stude ts
iti g o pete e, CQG“ ould ake the stude ts o e a ti e to
involve in the process of learning writing and the teacher could be more creative and innovative i tea hi g iti g, a d The e e e so e st e gths a d eak ess of usi g CQG“ i iti g
class. The conclusion could be described in the following descriptions. 1.
CQG“ ould i p o e stude ts iti g o pete e; stude ts iti g e e i p o ed grammatically, both from cycle to cycle, they wrote less mistakes in vocabulary, tenses,
syntax, agreement, and pronoun. They also wrote some more and longer paragraph with more sentences and bett
e i o te t. The , stude ts iti g a hie e e t as also
improved from pre-test to post test. 2.
CQG“ ould ake stude ts o e a ti e to i ol e i the p o ess of lea i g iti g. Students were more active in asking to the teacher about their problem of
writing. When they got stuck to find the new vocabulary or to apply the correct grammar, they were more confident to ask for help to the teacher individually
or through discussing in groups. The number of the students who involved in discussing and doing self
correction to their own drafts increased gradually from cycle one to cycle four. 179
clxvii To help the o e t thei istakes the tea he had to use o e of the stude ts
drafts to be corrected together. The way the students doing self reflection to their writing activity and to the
response of the process of the research improved from cycle one to cycle four. They became aware that the process of writing needed several steps to
produce the final draft. The teacher was more innovative not only in planning teaching writing to make
students to be more motivated in writing, but also in conducting discussion, evaluating and doing teaching reflection,
3. The e e e so e st e gths a d eak ess of usi g CQG“ i iti g lass.
The st e gths e e that CQG“ ; ould i p o e stude ts iti g o pete e in using vocabulary, tenses, syntax, agreement, and pronoun. The ability of
students to write text improved too. They could make more and longer text with clear division part of generic structure of recount and narrative texts.
O the o t a , as the eak ess of usi g CQG“ i iti g lass, it eeded more times for students to write and revise drafts, to discuss their difficulties
and mistakes to get better correction and solution. It also needed more time for tea
he to a al ze stude ts iti g d afts a d to a out dis ussio i writing class. For creative and smart students who had got excellent
a kg ou d k o ledge of E glish la guage, CQG“ ould ot ake the f ee in developing their ideas and imagination. Besides, they would easily get bored
to participate in writing class, especially for cycle one and two. It could be seen in their response of the questionnaire that some of them had written.
B. Implication
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