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At the drafting stage, the writers focus with how to arrange the ideas that they get at the pre-writing stage. Neatness is not necessary at this
stage. The important of this stage is the writers can choose which idea they will use and arrange them into a good order. To make it easier in
arranging the idea, the students have to know about who are their audiences. At this stage the students can do three other stages;
responding, evaluating, and post-writing. They respond to their writing by reading it again and then evaluate it by giving correction of the
mistakes they made. Responding and evaluating can be done not only by the students but also by their peers. After the writing has been given
the respond and evaluation, they can do the post-writing. While doing the post-writing, they rewrite the text.
c. Revising
At this stage, the students read their writing more and more. Anthony Seow stated that when students revise, they review their texts based on
the feedback given in the responding stage. According to Barbara E. Walvoord, there are three steps of revising.
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The first step that can be done is by reading the writing and have attention to the meaning and
style of the writing. Then, they can do the second step that is revising the grammar and punctuation. The last step that they have to do is
revising the spelling, capitalization, and abbreviations. d. Editing
At editing stage, students revise the some other aspects of the writing. It is the final evaluation and correction before they submit it to the
teacher.
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3. Definition of feedback
Feedback is the information that people give to others in order to make their performances become better by giving correction or
8
Barbara E. Walvoord, Three Steps to Revising Your Writing for style, Grammar, Punctuation, and Spelling, USA: Scott, Foresman and Company, 1988, P.317
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Jack C. Richards and Willy A. Renandya, Methodology in Language Teaching - An Anthology of Current Practice, Cambridge: Cambridge University Press, 2002, P.328
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assessment. Feedback can come from many sources such as teachers, peers, parents, etc.
There are some aims of giving feedback, such as:
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a. To encourage; b. To correct error;
c. To improve performance; d. To customize explanation for particular issues or students;
e. To reward particular behavior; f. To penalise certain behavior;
g. To demonstrate to students that tutors notice what they are doing and care enough to comment.
4. Kinds of Feedback
Feedback can be divided into two kinds of feedback, peer feedback and teacher feedback. Peer feedback is the feedback that is given by their
peers, while teacher feedback is given by the teacher. Many researches has been conducted to find which one is the best technique to improve students
writing and most of the statement of the researchers resulted that peer feedback has more effective effect in improving students writing. it is
supported by the opinion given by Elbow:
Elbow 1992 believes that when students write only for their teacher which usually means for a grade, they often fall into certain bad
habits, treating writing as an empty school exercise and attempting simply to just “get it right” or “give teachers what they want”. When
students write for their peers, they become very concerned about what they say and how they say it. Students may not be as skilled as their
teachers at responding to each other’s work, but they are excellent in providing the one thing that writers need most
– an audience. When writers study other people’s writing to improve their own craft, they
read differently than when they read only to enjoy what someone else has written.
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Catherine Haines, Assessing Students Written Work – Marking Essays and Reports, New York:
taylorFrancais e-Library, 2004, P. 19
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Elizabeth Cowan Neeld,The Way a Writer Reads,USA: Scott, Foresman and Company, 1987, P.106
