xlii and the teacher can devote full attention to mastery of the focal point of the controlled writing
whether that is the use of past tense endings or the tenses used in indirect speech. Controlled writing can fit into a composition curriculum at any level of student ability in
these two places; 1 before free writing, when students practice a grammatical point or syntactic structure within a text and not just as a sentence exercise, and, at the same time, use that text as
a source of vocabulary, ideas, idioms, and organization to help them in planning their own piece of writing; 2 after free writing, when we see what problems our students are having and assign
a controlled task to give them practice with the problem areas. The fact that students are performing the same operation on a common text makes
controlled tasks highly suitable for small-group or whole-class discussion. Students can work togethe o de idi g o o e ight a s e o o a possi le a ge of optio s fo the a s e fo
each of the tasks within the controlled writing. So even though the students are not communicating real information to each other or to any reader in their writing, they are in their
discussion communicating with each other about how best to complete the task.
F. Rationale
Among the definition of writing stated by some linguists, there are some similarities which can be inferred. Here are some important things about writing:
1. Writing is a process of expressing ideas. It means that it needs some stages or steps or
activities in order to produce final writing. 2.
The form of produced writing is words, sentences and paragraph. This will concern with spelling and grammar of a sentence.
3. Writing is a way of communicating ideas, feeling and thought to others or audiences. To
help audiences understand easily and clearly the ideas, feeling and thought to be communicated, writer should organize the ideas coherently and follow the convention of
certain genre.
xliii Considering that this research done in second grade Junior High School, and based on
the ideas of some definitions above, the researcher tries to simplify the coverage the aspect of writing that the students must be able to master. They are as follows; 1 grammatical skills
related to a set of rules to help a writer to construct sentences that make sense and applicable in English; 2 mechanical skill related to the use of particular conventions in written language; 3
vocabulary related to the appropriate word choice used in writing; 4 organization related to the ability to arrange the ideas in logical sequence and cohesion, to make unified contribution to the
whole paragraph definition that writing is a way of expressing ideas; 5 Unity of content related to the ability of writing sentences in the paragraph based on the certain topic sentence.
Genre based approach that can be represented as the process of acquiring the language naturally is suitable to be used for teaching the language in the classroom because it has some
good points to be implemented in this research, especially for beginners; 1 It starts with model as i put of the e la guage fo stude ts to u de sta d. It ill gi e the a ha e to see the
formal and functional of the language in writing. Students at low level of proficiency absolutely need something that they can rely on since they have little exposure to English writing; 2
Through analysis of the models, student will build up themselves with the common patterns as their background knowledge which is ready to be activated in the next learning situation; 3
Eventually, this prior knowledge will make easier for students to produce acceptable structure in their writing tasks.
The atio ale fo usi g CQG“ i tea hi g a d lea i g i the lass oo , espe iall i writing class can be described as follows: 1 It provides practice in a specific feature of the
written language of the process of writing; 2 It can fit into a composition curriculum at any level of stude ts a ilit efo e f ee iti g. Whe stude ts p a ti e g a
ati al poi t o s ta ti structure within a text and not just as a sentence exercise, and, at the same time, use that text
as a source of vocabulary, ideas, idioms, and organizations to help them in planning their own piece of writing; 3 It can fit into a composition curriculum at any level of
stude ts a ilit afte free writing. When we see what problems our students are having, controlled task can be used to
give students practice with the problem areas.
xliv Before the students are able to produce accurate and coherent free writing, students
need to practice much through control writing activities as the step of internalizing the new form of language which might be different from their own native language. This reason encourages the
esea he to use CQG“ as the ai te h i ues used i tea hing writing because; 1 Controlled Composition will help the students to focus their attention on specific features of the written
language. It is good technique of reinforcing grammar, vocabulary, indentation, and punctuation; 2 Question and Answer will help the students produce coherent text; 3 Guided Composition
will help the students express their ideas and use the style appropriate to the genre and audience; 4 Sentence Combining will help the students organize the ideas coherently, write
more the sentences more effectively, and follow the convention of certain genre.
G. Action Hypothesis
