Students' Collaborative Writing Method in Pre-Writing Phase
DOI:
https://doi.org/10.24256/ideas.v8i2.1615Keywords:
pre-writing phase, students collaborative, writing collaborative method.Abstract
In a pre-writing phase, students need their creativity to put ideas into words. Students need to use what they listen to and what they read as information to start to write. This study reports the findings on the implementation of the collaborative writing method by an English teacher in teaching writing in the pre-writing phase and students' perceptions in the pre-writing phase using the collaborative writing method. This research uses descriptive qualitative research. Participants in this study were nine students and teachers at SMK in Karawang. Data collection was carried out through reflective journals, interviews, and documentation. The results of the study found that the collaborative writing method was an effective method for use in writing classes. The collaborative writing method can be implemented in teaching writing in the pre-writing phase. The results showed that the students were very enthusiastic, interested, and made the learning process fast. Students' perceptions of learning to write in the pre-writing phase using the collaborative writing method are that students find it easier to express their thoughts in the learning process and there is cooperation in groups that accelerate the time when doing their assignments helps them during the learning process.
References
Abrori (2018). Deane, P., Odendahl, N., Quinlan. T., Flowles, M., Welsh, C., & Tatum, J. B. (2008). Improving Reading Literacy Strategy through Seven Programs of Reading Interest containing Da’wah Message. Retrieved June 9,2020, from https://attarbiyah.iainsalatiga.ac.id/index.php/attarbiyah/article/view/2286
Ashwell, T. (2000). Patterns of teacher response to student writing in a multiple-draft composition classroom: is content feedback followed by form feedback the best method? Journal of Second Language Writing9 (3), 227–257.
Cameron Lynne. (2001). Teaching Language to Young Learners. Cambridge: Cambridge University Press.
Dobao, A. F., & Blum, A. (2013). Collaborative writing in pairs and small groups: Learners’ attitudes and perceptions. System, 41, 365–378. doi:10.1016/j.system.2013.02.002.
Dobao, A. F. (2012). Collaborative writing tasks in the L2 classroom: Comparing group, pair, and individual work. Journal of Second Language Writing, 21(1), 40–58.
Donato, R. (2004). Aspects of collaboration in pedagogical discourse. Annual review of applied linguistics, Cambridge: Cambridge University Press. pp. 284–302.
Dornyei, Z. (2001). Motivational strategies in the language classroom. Cambridge: Cambridge University Press.
Fung, Mei Yong. (2006). The Nature and Dynamics of Collaborative Writing in a Malaysian Tertiary ESL Setting. New Zealand: Massey University Press.
Furwana, D., & Syam, A. (2019). Improving Students’ Writing Skill on Descriptive Text By Estafet Strategy of the Eleventh Year Students of SMA 4 Palopo. IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature, 7(1). doi:https://doi.org/10.24256/ideas.v7i1.722
Grief, S., Meyer, B. and Burgess, A. (2007). Effective teaching and learning: Writing. London: NRDC.
Hammer, Jeremy. 2007. The Practice of Language Teaching. Cambridge : Longman.
Huff, R., & Kline, C.(1987). The contemporary writing curriculum. Teachers College Press, New York.
Majchrzak, O. (2018). Learner identity and learner beliefs in EFL writing. New York, NY: Springer.
Mar’at. (1991). Sikap manusia, perubahan, serta pengukuran. Jakarta. Ghalia Indonesia.
Masruddin, M., & Kurnia, K. (2018). IMPROVING STUDENTS WRITING SKILL BY USING PICTURE AT THE TWELFTH YEAR STUDENTS OF SMA PESANTREN MODERN DATOK SULAIMAN PUTRA PALOPO. IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature, 3(2). doi:https://doi.org/10.24256/ideas.v3i2.152
McDoniel, Misty. 2008. “Process Approach to Writing.†http://voices, yahoo.com/process-approachwriting-2101022.html. Retrieved on February 29, 2011; 15, 02.
Miles, Mattew B dan Amichael Huberman. 2007. Analisis Data Kualitatif Buku Sumber tentang Metode-Metode Baru. Terjemahan Tjetjep Rohendi Rohisi. Jakarta: Universitas Indonesia.
M, J. (2019). Teaching Strategies in Writing Class at Palopo Cokroaminoto University. IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature, 7(2). doi:https://doi.org/10.24256/ideas.v7i2.1028
M, J. (2019). The Students’ Ability in Writing Descriptive Text through Outdoor Activity at Palopo Cokroaminoto University. IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature, 7(1). doi:https://doi.org/10.24256/ideas.v7i1.721
Oshima, A & Hogue, A. (2007). Introduction to Academic Writing. NewYork: Pearson Education, Inc.
Syafii, M. (2019). Improving the Quality in Writing Descriptive Texts of Madrasah Aliyah Students through Directed Writing Activity Strategy. IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature, 7(2). doi:https://doi.org/10.24256/ideas.v7i2.1027
Downloads
Additional Files
Published
Issue
Section
Citation Check
License
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under an Attribution-ShareAlike 4.0 International (CC BY-SA 4.0) that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See the Effect of Open Access)
