clx
b. CQG“ ca i pro e the teacher’s perfor a ce
The findings of teaching and learning process showed that the teacher was innovative. The researcher applied variou
s a ti ities to i p o e the stude ts iti g
competence. The innovative activities that could make the students understand about the use of certain grammar, or make them become more interesting in writing. For example in cycle
two, when the students had to write the text using questions, the researcher gave a list of questions to be used to interviewed their partner. When they had got the answers from the
partners they had to write them in form of paragraph. So, they had to compete each other to make a better paragraph.
Other innovative activities in cycle 3 that could make the students eager to write was giving initial sentence of the story to be developed by the students, and ending sentence of
the story that showed the funny story. Hammond 1992:17 said the fact that students were performing the same operation on a common text makes controlled tasks highly suitable for
small-group or whole-class discussion. Students could work together on deciding on one ight a s e o o a possi le a ge of optio s fo the a s e fo ea h of the tasks ithi
the controlled writing. So even though the students were not communicating real information to each other or to any reader in their writing, they were in their discussion communicating
with each other about how best to complete the task that the teacher was active to analyze a d e aluate the stude ts iti g u de l i g o gi i g a i le to the stude ts istakes so
that they were easier to correct the mistakes through discussion among their groups. Those activities helped them improve their writing competence. That condition could be seen from
their comment of the reflection section. The i p o e e t of the tea he s i o ati e pe fo a e i appl i g CQG“
proved that the teacher had implemented his role of good teacher in writing like what was
clxi said by Byrne in teaching writing Teaching Writing Skills, 1998:32-34. He stated that the
roles of the teacher were:
1 Deciding how to present the activity to the class. In early stage, begin to demonstrate
the writing activities on board or overhead projector. It will help students to do a certain amount of writing.
2 Preparing the students orally. By giving a number of examples orally, help the students
to know exactly what they have to do.
3 Deciding how the writing task should be carried out. An activity can be done individually,
in pairs or in a small groups but concluded or ended on individual writing task.
4 Deciding on correction procedures. The students can be asked to exchange their
o pleted o k to e aluate o e a othe s effo t. This helps to t ai the to look at written work critically as readers. Then writing work can also discussed on a class room
to get necessary correction or some time students make their own correction.
c. CQGS ca i pro e stude ts’ participatio
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