This study focuses on the competence of English Department students, especially those who took a class of Genre-based Writing, to work collaboratively in pairs in writing their Analytical Exposition texts. There are two research questions addressed in the study: 1) Can students apply the collaborative method in their Writing class?; 2) How effective is the collaborative method used in students' Writing class to improve their competence in editing and revising their texts? The object of the

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... is the Analytical Exposition essays of Genre-based Writing class, English Educational study program, semester 4 in academic year 2010-2011. There were 26 essays to be analyzed. The procedure of collecting the data was carried out by conducting the instrument of the study, which is based on SWELL (Social-interactive Writing for English Language Learners) procedure, in the form of classroom assignment. The data were analyzed by using the Azar theory (1989) for the students' competence in editting and revising the use of tense and word order, and the Boardman-Frydenberg theory (2002) for the students' competence in editting and revising the use of coherence-cohesion and unity-completeness. Based on the data analysis, it was found out that basically students had already been able to apply collaborative learning method in their classes, especially in their Writing classes. This can be seen from the Helpers' editing on their peers' grammatical mistakes and discourse mistakes. The Helpers could either edit and revise the Writers' mistakes or at least give symbols in editing the Writers' mistakes so that they could revise them more easily. The Helpers editted 24 grammatical errors and 14 discourse errors. Finally, the pedagogical implication of the study is lecturers and students are supposed to fully motivated to use collaborative teaching-learning method in their classes, especially in their Writing classes. This method, hopefully, can improve students' awareness of their grammatical and discourse mistakes so that they can improve their competence, both the grammatical and the discourse competence, in writing essays. INTRODUCTION In learning English, there are four language skills to master, i.e. reading, listening, speaking, and writing. Those skills are divided into receptive skills and productive skills. Reading and listening belong to receptive skills, whereas speaking and writing are included in productive skills. As one of productive skills, speaking can be considered as a two-way communication because in a speaking interaction there must be at least one speaker and one listener. On the other hand, writing is not the same as speaking in such a way that the writer cannot directly get responses of his/her writing directly from the readers, so it can be said that writing is a one-way communication. Consequently, a writer must be able to use language elements, e.g. language structure, language style, vocabulary, punctuation, correctly so that there won't be any misunderstanding from the readers who read his/her writing. This makes