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All Journal International Journal of Language Teaching and Education English Language and Literature International Conference (ELLiC) Proceedings
Zahrotun Hanifah
Universitas Sebelas Maret
Education Languange, Linguistic, Communication & Media Social Sciences

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Implementing Collaborative Writing to Teach Writing for Non-English Major Students Zahrotun Hanifah; Suparno; Slamet Supriyadi
International Journal of Language Teaching and Education Vol. 3 No. 2 (2019): Volume 3, Nomor 2, Desember 2019
Publisher : Universitas Jambi, Magister Program of English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (4763.709 KB) | DOI: 10.22437/ijolte.v3i2.7907

Abstract

This study aims to expose and explore the implementation of collaborative writing in a non-English department in a state university in Surakarta, Indonesia. The method used in this study was descriptive qualitative focusing on the procedures of collaborative writing. The participants of the study were 63 students who were then divided into 16 groups for their collaborative project. In collecting the data, the researcher conducted document analysis, observations, and interview with both the lecturer and students. Three students were selected purposively for interview. The findings of this study were specific procedures of collaborative writing for non-English major students and different types of collaborative writing strategy applied by students. The procedures of collaborative writing for non-English major students comprised forming group, determining topic, outlining, drafting, editing and revising, and submitting. Meanwhile, the strategies applied by students in collaborative writing were reactive writing and parallel writing. In the implementation of collaborative writing, students also faced some difficulties. Those are in terms of cooperation between group members, irresponsible group members, and active learning. In implementing collaborative writing especially for non-English major students, it is better for teachers to consider the language proficiency of the students. In addition, teachers’ guidance is very important in the process of collaborative writing for non-English major students.
Collaborative Writing: Strengths and Weaknesses to Teach EFL Students and Its Relation to Students’ Self-Esteem in Writing Zahrotun Hanifah
English Language and Literature International Conference (ELLiC) Proceedings Vol 2 (2018): 2nd ELLiC Proceedings: 'Education 4.0: Trends and Future Perspectives in English Educa
Publisher : Universitas Muhammadiyah Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1900.356 KB)

Abstract

As the objectives of learning English is always changing time to time, the way of teaching English should be adjusted to the changeable learning objectives. Recently, the idea of working collaboratively has given so much influence towards the development of methodology in language teaching and learning. Collaborative writing has been broadly discussed as one of the best methods to teach writing. This study aims to describe the strengths and weaknesses of collaborative writing to teach writing for EFL students and how it links to their self-esteem. The method of this study is qualitative while the design of this study is case study. The data collecting techniques were observation, interview, and document analysis. The results showed that collaborative writing gives opportunity for EFL students to experience the better writing process where students can share and discuss in exploring ideas, developing ideas, expressing ideas, and evaluating the writing product. In terms of their self-esteem, students with low self-esteem were discouraged and tended to depend their writing work on the higher level students. In contrast, students with high self-esteem were encouraged in writing when they were responsible to lead their friends during writing process.
Co-Authors Slamet Supriyadi Suparno