Collaborative Writing Strategy for Teaching Writing Descriptive Text

Abstract

Writing is a complex process that allows students to explore thoughts and ideas and make them visible and concrete. Teaching writing is a process of giving skills to students on how to communicate and express their thought, feelings, and opinions in a written language. Writing skill is a skill rarely taught to learners either at SMP or SMA level since it is considered difficult, not tested in semester or final examination, teacher is more often preoccupied with explaining the parts (generic structure) of a text than by applying it in a student's writing, and learning writing skills is very time consuming in the process and also in providing feedback. This article is derived from the study conducted on finding the effect of collaborative writing strategy and writing interest toward students' writing ability of descriptive text at tenth grade of SMA INS Kayutanam. The aim of the research was finding out whether or not collaborative writing strategy could give a better result of students' achievement in writing descriptive text. This was a quasi experimental study taking 44 students as the participant. The data were collected by giving writing test. The students were asked to a write a descriptive text based on the picture given. The result of the test shows that the students had better achievement in writing descriptive text when they were taught by using collaborative writing strategy.

Argumentation in collaboration: the impact of explicit instruction and collaborative writing on secondary school students’ argumentative writing

“…A meta-analysis by Graham and Perin ( 2007 a) demonstrated that collaborative writing can have a positive and substantial impact on the quality of secondary students’ writing (effect size = 0.75). This was illustrated in a study by Harlena and colleagues ( 2019 ), which found that collaborative writing improved not only secondary school students’ writing, but also increased their involvement and their enthusiasm during the writing process.…”

“…However, this point of view was challenged by the WWC model (Graham, 2018b ; Storch, 2019 ). Multiple studies have pointed out the usefulness of collaborative writing in the classroom (Bouwer et al, 2022 ; Graham & Perin, 2007 ; Harlena et al, 2019 ). Unfortunately, it remains unclear whether students benefit most from collaborating throughout the complete writing process or from alternating between collaborative and individual writing phases.…”

“…Unfortunately, it remains unclear whether students benefit most from collaborating throughout the complete writing process or from alternating between collaborative and individual writing phases. On the one hand, research of Graham and Perin ( 2007 ) and Harlena and colleagues ( 2019 ) indicated that writing collaboratively throughout all phases of the writing process was very effective and increased writing performance. On the other hand, research of McDonough and De Vleeschauwer ( 2019 ), Rahayu and colleagues ( 2020 ), Sridharan and colleagues ( 2018 ), Rummel and Spada ( 2005 ), and Storch ( 2005 ) pointed out the importance of alternating between collaborative and individual writing.…”

The Effects of Spherical Video-Based Virtual Reality and Conventional Video on Students’ Descriptive Writing Achievement and Motivation: A Comparative Study

“…Writing is a complex process that allows students to explore ideas and make them visible and concrete (Harlena, 2020). Developing students’ writing competencies can not only improve students’ language literacy but also help enhance their learning abilities, including the ability to reflect, select, evaluate, critically, and transcript (Yeung et al, 2013).…”

Abtadi English Program to Improve the Production of Descriptive Texts in Peruvian Students

“…Both Ferrari and Basa (2017) and Ubilla, Gómez and Sáenz (2017) highlight the importance of collaborative writing; the authors concluded that technology is a good support to work collaboratively on text production. In addition, Harlena (2020), Hatika (2017) and Chandra (2015) mention that collaborative writing can be used as a strategy to teach. Harlena in his research obtained a mean of 76.23 in the GE and from the CG 66.88; Hatika achieved a mean of 73.30 in the posttest and 59, 32 in the pretest of his experimental group; and Chandra obtained a mean of 78.05 for the GE and 50.25 for the CG.…”