Improving Students’ Writing Skill using Collaborative Instructional Strategy

Authors

  • Rafika Amalia Universitas Islam Syekh Yusuf

DOI:

https://doi.org/10.33592/foremost.v1i2.783

Abstract

ABSTRACT

The objective of this research was to find out the effect of collaborative instructional strategy on students' writing skill in English essay writing. This research was quantitative research using quasi experimental design. The population of the research was the entire class of tenth grade students of SMAN 14 Kota Tangerang. The subjects of the research were class X MIA 2 (experimental class) and X MIA 3 (control class) with nonequivalent control group design where the control group and experimental group were not chosen randomly. The experimental class was stimulated by using collaborative instructional strategy and the control class was using conventional method. The instrument used was pre-test and post-test. In the test of hypothesis, it was obtained that tcount was 6.779 after being consulted with the ttable at the significant level  = 0.05 and the degree of freedom was 58, it was obtained that the ttable was 1.672. Finally, it was indicated that hypothesis Ho is rejected and Ha is accepted because the tcount is higher than the ttable. Therefore, it can be concluded that there is a significant effect of collaborative instructional strategy on students' writing skill in essay writing.

References

REFERENCE

Arikunto, S. (2010). Prosedur Penelitian: Suatu Pendekatan Praktik. Jakarta: Rineka Citra.

Brown, H. D. (2000). Teaching by Principles: An Interactive Approach to Language Pedagogy (Second edi). Pearson ESL.

Fidelia, Okonkwo A. (2014). Gender in Students’ Achievement in English Essay Writing Using Collaborative Instructional Strategy. International Journal of English Language Education, 3(1), 85. https://doi.org/10.5296/ijele.v3i1.6763

Graham, S., Perin, D. (2007). Writing Next: Effective Strategies to Improve Writing of Adolescents in Middle and High School. Washington DC: Alliance for Excellent Education.

Jacob, E. (1999). Cooperative Learning in Context: An Educational Innovation in Everyday Classrooms. Albany: State University of New York Press

Kinsler, K. (1990). Structured Peer Collaboration: Teaching Essay Revision to College Students Needing Writing Remediation. Cognition and Instruction, 7(4), 303–321. https://doi.org/10.1207/s1532690xci0704

Klimova, B. F. (2014). Constraints and Difficulties in the Process of Writing Acquisition. Procedia - Social and Behavioral Sciences, 122, 433–437. https://doi.org/10.1016/j.sbspro.2014.01.1367

Kolin, P. (2010). Successful Writing at Work. (Sixth Edit). Boston: Cencage Learning.

Kostrova, O., Kulinich, M. (2015). Text Genre "Academic Writing": Intercultural View. Procedia - Social and Behavioral Sciences, 206, 85-89. https://doi.org/10.1016/j.sbspro.2015.10.032

Lassiter, M. R. (2014). Collaborative and Genre-Based Writing in the L2 Writing Classroom. The University of San Francisco.

Macbeth, K. P. (2010). Deliberate false provisions: The use and usefulness of models in learning academic writing. Journal of Second Language Writing, 19(1), 33–48. https://doi.org/10.1016/j.jslw.2009.08.002

Mason, L. H., Kubina, R. M., Kostewicz, D. E., Cramer, A. M., & Datchuk, S. (2013). Improving quick writing performance of middle-school struggling learners. Contemporary Educational Psychology, 38(3), 236–246. https://doi.org/10.1016/j.cedpsych.2013.04.002

Murcia, M. (1992). Teaching English as a Second or Foreign Language (Third Edit). Heinle & Heinle.

Nirmala, N., & Ramalia, T. (2015). PEER EDITING TO ENHANCE STUDENTS’ABILITY IN WRITING SENTENCES: A CLASSROOM ACTION RESEARCH.

Peregoy, S., Boyle, O. (2011). Reading , Writing , and Learning in ESL : A Resource Book for Teaching. TESOL Journal 2.1, 119-120. https://doi.org/10.5054/tj.2011.244400

Saad, M., & Ahmed, H. (2015). Improving the Persuasive Essay Writing of Students of Arabic as a Foreign Language ( AFL ): Effects of Self-Regulated Strategy Development. Procedia - Social and Behavioral Sciences, 182, 89–97. https://doi.org/10.1016/j.sbspro.2015.04.742

Schroeder, K. (2006). Education News in Brief. Education Digest, 66(3), 74–75.

Sudarmaji, I., & Bunga Lifanie, M. (2020). A COMPARISON STUDY: TEACHER, PEER AND SELF-FEEDBACK ON STUDENTS ESSAY WRITING. JISAE: Journal of Indonesian Student Assessment and Evaluation, 6(2), 168 - 180. https://doi.org/10.21009/JISAE.062.07

Sudarmaji, I., Mulyana, A., & Karsiyah, K. (2020). Applying Digital Storytelling To Improve Indonesian High School Students Visual Memory and Writing Skill. English Review: Journal of English Education, 8(2), 91. https://doi.org/10.25134/erjee.v8i2.2987

Sugiyono. (2017). Metode Penelitian Pendidikan "Pendekatan Kuantitatif, Kualitatif, dan R&D". Bandung: Alfabeta.

Foremost Journal UNIS

Downloads

Published

2020-08-31

How to Cite

Amalia, R. (2020). Improving Students’ Writing Skill using Collaborative Instructional Strategy. Foremost Journal, 1(2), 134–141. https://doi.org/10.33592/foremost.v1i2.783

Issue

Vol. 1 No. 2 (2020): Volume 1 No. 2 August 2020; Foremost Journal; eISSN: 2721-642X

Section

Articles

License

Copyright (c) 2020 Foremost Journal

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

  1. Authors certify that the work reported here has not been published before and contains no materials the publication of which would violate any copyright or other personal or proprietary right of any person or entity.
  2. Authors transfer or license the copyright of publishing to Foremost Journal to publish the article in any media format, to share, to disseminate, to index, and to maximize the impact of the article in any databases.
  3. Authors hereby agree to transfer a copyright for publishing to Foremost Journal a Publisher of the manuscript. 
  4. Authors reserve the following: 
    1. all proprietary rights other than copyright such as patent rights; 
    2. the right to use all or part of this article in future works of our own such as in books and lectures;
    3. use for presentation in a meeting or conference and distributing copies to attendees; 
    4. use for internal training by author's company;
    5. distribution to colleagues for their research use;
    6. use in a subsequent compilation of the author's works;
    7. inclusion in a thesis or dissertation;
    8. reuse of portions or extracts from the article in other works (with full acknowledgement of final article);
    9. preparation of derivative works (other than commercial purposes) (with full acknowledgement of final article); and
    10. voluntary posting on open web sites operated by author or author’s institution for scholarly purposes, but it should follow the open access license of Creative Common CC BY-NC-SA License.