by allowing the students to make their own decision in the group without being told what to do by the teacher.
Then, whole-class grouping can also be used in managing students especially where the teacher is acting as a controller. It is
suitable for giving explanations and instructions. Besides, whole- class grouping reinforces a sense of belonging among the group
members. If everyone is involved in the same activity, they are all engaged together.
Based on the above explanations, each way of grouping students has its own advantages. A teacher can decide which way
that can be used in certain activities depending on the goals of the activities that a teacher wants students to achieve and the constraints
like time limitations.
g. Assessing and Evaluating Students’ Work
After all the materials are delivered to students, the next phase is to assess students’ work. Assessing students can be done by the
teacher or students themselves. Harmer 2007: 139 proposes several ways which teachers can do to assess students’ work. One of them is
giving comments on students’ works. There are some different ways of giving comments on the
students work. When students do it correctly, the teacher can give positive assessment by saying Good, nodding, or doing other acts
that clearly indicate a positive assessment. Yet, when students do not do it well, the teacher may say That’s not quite right. It is important
to be noted that before giving negative assessment, it is necessary to acknowledge students efforts Harmer, 2007: 139.
Furthermore, giving comments is important for the development of the students’ productions in writing. As stated by
Sommers in Mc Donald and Mc Donald 2002: 84, comments create the motive for doing something different in the next draft and it
creates the motive for revising. Added to this, she also argues that without comments from the readers, the teacher or peers, students
will assume that their writings have successfully communicated their meaning and do not need for revising.
Besides, a teacher can assess the students’ work through scoring. There are two methods of scoring students’ writing. It can
be holistic or analytic. According to Hughes 1989: 86, holistic scoring involves the assignment of a single score to writing
production based on the overall impression of it. Meanwhile, analytic method requires a separate score for each of a number of
aspects of a task. Anderson in Hughes 1989: 91-93 divides some aspects to be scored in analytic method which is grammar,
vocabulary, mechanics, fluency, and form organization. In addition, according to Hughes 1989: 94, the advantages of
analytic scoring are that it deals with the problem of uneven
development of sub skills students and the scorers consider the aspects of performance. It also tends to be more reliable since the
score is in the form of number. Added to this, Hughes 1989: 97 states that analytic scoring is suitable to obtain diagnostic
information on the text.
h. Media
