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Universitas Pendidikan Indonesia
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repository.upi.edu
4.2.2.1 Editing
Editing is one stage in writing process, but it also one stage of composing process. The activity forces the writers to check, to revise and to rewrite what they have
written. On the other hand, Foster 1988: 83 states that in general editing means making changes in sentences, structures, and wording. This stage is very
important to check by giving the checklist and to give the correction. The checklist is very useful to spot and correct possible errors in the draft of the
students’ writing. In the classroom observations, editing was done by the students almost
every time when they were working on the writing tasks asked by the teacher. Based on the interview with the students, they said that when they practiced their
writing out of the classroom, they also applied this stage.
4.2.2.2 Proof-reading
Proof-reading is the actually other stage in writing process. It is to read against the original manuscript for correction. So, by reading against their own
composition, the students can correct the mechanical problems. General proofreading means checking for errors in spelling, capitalization, and
punctuation. This stage is very effective to correct spelling errors, misplaced capitalization, and misused punctuation marks.
Based on the classroom observations and interview with students, the students did proof-reading. They said that doing both editing and proof-reading
were a very helpful in improving their writing.
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ANI SUSANA, 2012
Universitas Pendidikan Indonesia
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repository.upi.edu
4.2.2.3 Conferencing
Conferencing on a portfolio involves a one-to-one meeting between the teacher and the student to talk about the student’s writing. The major strength of
conferencing is that the students can provide an explanation of what was involved in their pieces of writing, and can seek clarification from the teacher about the
teacher’s evaluation of them Nation, 2009: 142. Conferencing allows the opportunity to look at weaknesses and strengths
which appear in several pieces of writing and thus deserve comment. It also allows the opportunity to see improvement across several pieces of writing. This
improvement can be in the quantity written, the quality of the writing, and quality and range of the content. It was clearly shown in the pieces of writing written by
those who actively took part in the conference with the teacher. Since the time limit in the classroom, the conference was held after class and at the break-time.
Conferencing indeed takes a lot of time but its focused one-to-one interaction results in many benefits.
4.2.3 Students’ peer feedback
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