Purpose of the study: The purpose of this study is to identify students’ perceptions of the effect of collaborative writing intervention on Form 1 pupils’ writing skills. Methodology: A quasi-experimental design was employed involving30 Form 1 pupil from a secondary school in Pasir Gudang, Johor, Malaysia. All participants responded to a survey prior to the collaborative writing intervention and after the intervention. Main Findings: The findings showed an increase in the scores for perception on the effectiveness of collaborative writing intervention; indicating that through collaborative writing practices, students’ writing could be improved. Implications of this study: The study implies that teachers should incorporate collaborative writing in teaching students to write as students perceived it positively. It implies that it may be an effective way to improve students’ writing. Novelty/Originality of this study: Most studies have focused on the use of technology in collaborative writing. This study, however, focuses on the collaborative intervention cycle in the classroom that supports the process of learning to write.