The “tre gths of CQG“ The Weaknesses of CQG“

clxiii thought and feeling on papers. Then teacher also helps students to organize those ideas, thoughts and feelings in sentences to compose meaningful paragraphs or texts on learning to write. The i p o e e t of stude ts oti atio also ould e fou d at the egi i g a d at the end of every meeting when the teacher asked them about their readiness and impression of having writing activity. The data observation collected by the teacher using questionnaire and interview showed that their motivation was getting better from cycle 1 to cycle 4 Most of them always gave positive response and enjoyed to have writing activity because they could explore their daily interesting experience as the main topic of their writing activity when they had to write the topic using recount text in cycle 1 and 2. Similarly, when they were asked to write narrative text using their imagination as it happened in cycle 3 and 4, they gave good response in their questionnaire and the interview at the reflection se tio . It p o ed that ge e ased app oa h used the esea he ould ise the stude ts motivation. According to Byram in http:web.1.hpu.eduimages graduatstudies TESL_WPs07_genre_a17238.Pdf , Genre Based Approach referred to teaching and learning model which places genres or types of text as a reference to developing four language skill activities such as listening, speaking, reading and writing as well as understanding language components such as grammar, vocabulary, pronunciation and spelling. It was also supported by Hammond 1992:17 that genre based approach which officially recommended by the Indonesian English curriculum for Junior High School has four stages in teaching and learning cycle. They are Building Knowledge of the Field BKoF, Modeling of the Text MoT, Joint Construction of the Text JCoT, and Independent Construction of the Text JCo T.

2. The “tre gths of CQG“

The st e gths of CQG“ i le , , , a d ould e summarized into three categories, namely: 1 The application of CQG“ ; The stude ts pe fo a e; The clxiv tea he s pe fo a e. The Appli atio of CQG“ especially Control Composition, Question and A s e , a d “e te e Co i i g e e good to i p o e stude ts iti g o pete e fo usi g on accuracy. It made students became aware of understanding and the form and the use of grammar in writing. At the same time, they were not only encouraged to do self correction to their own draft, but also to rewrite the previous draft more effectively. For Guided Composition, it was g ood to i p o e stude ts iti g o pete e fo usi g o ge e ati g ideas. B ha i g clues through Guided Composition, students were encouraged to generate their ideas into a good text. Co e i g ith stude ts pe fo a e, stude ts e a e o e a ti e a d were motivated to improve their writing competence. When they got difficulty in finding the meaning of new vocabulary, they were active to discuss it in groups or to ask the teacher. In correcting the mistakes of the drafts, they were not shy anymore to discuss it in groups. CQG“ helped the teacher guide the students systematically in improving their writing competence. It also helped the teacher improvise their way of teaching.

3. The Weaknesses of CQG“

Initially, students did not appreciate much the activities, because they thought they liked writing but they could not be free to express their ideas or imagination. Before the students had good language competence in writing CQG“ did not let the students express their ideas freely in writing to a oid the i te fe e e of the g a a of stude ts fi st la guage. Co se ue tl , it was not suitable to be used to teach students who had good language competence. To apply CQG“ effe ti el , the tea he had to e a eful i p epa i g odels of the te t as input or an exposure for the students to experience good models of writing.

4. The Effectiveness of Applying CQG“ for Teaching Writing