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6 Evaluating
In this step, before evaluating, the teacher held a conference by asking the students to exchange their works with another pair. They gave
comments to other pairs’ works, and they used editing guidelines to check and write any comments or corrections for improvement. While
the students were checking their pairs’ works, the teacher and his collaborator went around and helped them to check. The teacher found
that the students made a lot of mistakes caused by their limited grammar mastery and limited vocabulary mastery. Then, the student writer was
asked to revise the composition based on some corrections from the other pairs. After revising, the students submitted their works to the
teacher. At the end of the lesson the teacher said good bye. However, before
closing it, the teacher summed up the lesson and gave chances to the students to ask questions whether they had questions or not. Because of no questions, the
teacher and his collaborator reminded the students to study hard.
c. The third meeting
It was December 4
th
, 2010, at 07.30 am; the teacher and his collaborator entered the class, greeted them and took the students’ attendance. The students
were complete and ready to study. The teacher started the lesson by asking their activities which had been done in the day before. The aim of this activity was to
refresh their mind about descriptive text by using simple present tense. Then, he reviewed the previous lesson about descriptive text. After that, he provided an
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opportunity again for the each pair to write a short composition in the form of descriptive text. The topic was about an animal. The steps of writing were the
same with the previous meeting by using the collaborative writing technique. 1
Ideaspre-writing The student helper was asked to do brainstorming activity by
developing hisher own questions to stimulate the writer’s ideas. In this step, each pair still had difficulty and was confused for the helper
because the helper was not guided to have some questions by the teacher before, but it was different, the helper made and developed hisher own
questions. Then, the helper reviewed the writer’s key words and helped organize the ideas.
2 Drafting
The teacher asked the student writer to begin writing a rough draft and the helper gave and suggested ideas to be written in the draft.
During the activity, the teacher and his collaborator monitored the class to provide assistance, guidance, and comments if they are necessary. The
teacher told the pairs that they were allowed to open their dictionaries. Sometimes, they were reminded to follow the model of the text
explained in the previous meeting and not to cheat the pairs’ work. Moreover, the teacher asked the pairs not to write the drafts too long
time because they still had to do to the next steps. In writing the drafts, most the writers still had a short rough draft.
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3 Reading
In this step, each writer was asked to read the rough draft and the helper was asked to comment on the clarity and relevance of the ideas
and their coherence. Then, the writer reorganized what had been written in the first rough draft and refined ideas based on the feedback from the
helper. In this case, the helpers gave hisher comments orally to the writer. Those appeared when they often made jokes that were not related
to the topic discussed. So, the results of theirs drafts were still not good yet.
4 Editing
After revising their drafts, the teacher asked both the helper and the writer to edit their drafts based on the appropriate use of content,
organization, vocabulary, grammar, and mechanics. Editing guidelines had been provided in the worksheet by the teacher, they just followed the
role of editing. Here, each pair was permitted to consult with the teacher when they got difficulties in editing. Some of the students asked about
editing because they were still confused about the elements of writing, then the teacher answered what they asked.
5 Copying
Here, the writer then copied out a neat or best version of the corrected drafts. The helper provided help when necessary, depending on
the skill of the writer. The best copy is a joint product of the pair and was then submitted to the teacher.
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6 Evaluating
In this step, before evaluating, the teacher held a conference by asking the students to exchange their works with another pair. They gave
comments to other pairs’ works, and they used editing guidelines to check and write any comments or corrections for improvement. While
the students were checking their pairs’ works, the teacher and his collaborator went around and helped them to check. The teacher found
that the students made a lot of mistakes caused by their limited grammar mastery and limited vocabulary mastery. Then, the student writer was
asked to revise the composition based on some corrections from the other pairs. After revising, the students submitted their works to the
teacher. In this step, like the previous meeting, the teacher held a
conference. The conference was intended to minimize the students’ mistakes in writing so that the teacher got the better compositions before
evaluating. Here, the students could not do the conference maximally. They were still reluctant to make questions and answer, to give feedback
to their friends. They also did dare to express their problems to the teacher.
At the end of the lesson the teacher said good bye. However, before closing it, the teacher summed up the lesson and gave chances to the students to
ask questions whether the students still found difficulties in writing the descriptive text. Some of them answered that they found some difficulties especially in
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sentence structure or grammar and in choosing appropriate words. In short time, the teacher explained sentence structure or grammar. Then, the teacher advised the
students to study hard to enrich their vocabularies. On that day, the teacher told them that for the next meeting, they would
have a writing test and asked them to study hard. Finally, the teacher had to end the lesson because the time was over, and then asked the pairs to submit their
writing.
d. The fourth meeting
