Two Heads Writing Together, Is Collaborative Writing Better?: Exploring Students’ Perceptions

Siti Kholija Sitompul, Amira Wahyu Anditasari

Abstract


Collaborative writing is considered an important skill in 21st-century learning, covering communication, creativity, and critical thinking. It has been proven to enhance students' writing skills. Therefore, this study aimed at investigating students' perceptions of collaborative writing. The perception was investigated through survey research by distributing a printed questionnaire to 31 students in grade ten at State Vocational School 1 of Portibi, North Sumatra. The questionnaire was a closed-ended version consisting of 11 questions, divided into meaningfulness and competence aspects. The questionnaire results were classified based on the Means scales, the Median, the Modes, and the Standard Deviation. The results showed the students' positive views (67.74%) regarding the usefulness of collaborative writing. The usefulness refers to the ease of constructing ideas, executing the writing process, understanding the concept of writing, and enhancing students' confidence. Additionally, students perceived the benefits of collaborative writing through discussion and peer review processes. They considered it as a meaningful process where they learned from their own and peers' mistakes. However, some students perceived it negatively since collaborative writing took more time than individual writing. Finding students' perceptions will be a reference for English teachers to improve the teaching writing through collaborative writing and find the strengths and weaknesses of collaboration. To acquire the usefulness and meaningfulness of collaborative writing, it was suggested that collaborative writing must be well acknowledged and designed based on students' conditions, level, and background.


Keywords


collaborative writing, students’ perceptions, writing skill

Full Text:

PDF

References


Ahmed, R. (2020). Peer review in academic writing: Different perspectives from instructors and students. TESOL Journal, 12(1), 1–17. https://doi.org/10.1002/tesj.537

Alawaji, N. N. M. (2020). Students’ perceptions of collaborative summary writing. Theory and Practice in Language Studies, 10(6), 700–707. https://doi.org/10.17507/tpls.1006.11

Bhowmik, S. K., Hilman, B., & Roy, S. (2018). Peer Collaborative Writing in the EAP Classroom: Insights from a Canadian Postsecondary Context. TESOL Journal.

Brown, H. D. (2001). Teaching by Principle and Interactive Approach to language pedagogy. Longman Inc.

Chang, Y., & Brickman, P. (2018). When group work doesn’t work: Insights from students. CBE Life Sciences Education, 17(3), 1–17. https://doi.org/10.1187/cbe.17-09-0199

Check, J., & Schutt, R. K. (2012). Research Methods in Marketing: Survey Research.

Grant, C. (2014). Theoretical Framework In Dissertation Research : 12–26. https://doi.org/10.5929/2014.4.2.9

Hanifah, Z., Suparno, & Supriyadi, S. (2019). Implementing Collaborative Writing to Teach Writing for Non-English Major Students. International Journal of Language Teaching and Education, 3(2), 142–157. https://doi.org/10.22437/ijolte.v3i2.7907

Ismail, A., & Lustyantie, N. (2020). International Journal of Multicultural and Multireligious Understanding EFL Students ’ and Lecturer ’ s Perceptions on Collaborative Writing. International Journal of Multicultural and Multireligious Understanding, 2012, 83–95.

Kurihara, N. (2017). Do Peer Reviews Help Improve Student Writing Abilities in an EFL High School Classroom? TESOL Journal, 8(2), 450–470. https://doi.org/10.1002/tesj.282

Latief, M. A. (2019). Research Methods on Language Learning An Introduction (7th Ed). Universitas Negeri Malang.

López-Pellisa, T., Rotger, N., & Rodríguez-Gallego, F. (2021). Collaborative writing at work: Peer feedback in a blended learning environment. Education and Information Technologies, 26(1), 1293–1310. https://doi.org/10.1007/s10639-020-10312-2

Mutwarasibo, F. (2014). Promoting University Students’ Engagement in Learning Through Instructor-Initiated EFL Writing Groups. TESOL Journal, 5(4), 721–742. https://doi.org/10.1002/tesj.127

Partnership for 21st Century learning. (2015). 21st Century Student Outcomes. 1–9. http://www.p21.org/our-work/p21-framework

Pham, V. P. H. (2021). The Effects of Collaborative Writing on Students’ Writing Fluency: An Efficient Framework for Collaborative Writing. SAGE Open, 11(1). https://doi.org/10.1177/2158244021998363

Rejeki Murtiningsih, S. (2016). Collaborative Writing in an EFL Context. Journal of Foreign Languange Teaching and Learning, 1(1). https://doi.org/10.18196/ftl.118

Storch, N. (2011). Collaborative writing in L2 contexts: Processes, outcomes, and future directions. Annual Review of Applied Linguistics, 31, 275–288. https://doi.org/10.1017/S0267190511000079

Suwaed, H., Alhmeedi, L., Altrapolsi, R., & Hauwari, R. (2019). European Journal of English Language Teaching EFL Students ’ Perception S Of Collaborative Writing In Small Groups : The Case Of Libyan. European Journal of English Language Teaching, 4(4), 189–201. https://doi.org/10.5281/zenodo.3333426

Swain, M., & Lapkin, S. (2013). A Vygotskian sociocultural perspective on immersion education. Journal of Immersion and Content-Based Language Education, 1(1), 101–129. https://doi.org/10.1075/jicb.1.1.05swa

Villarreal, I., & Gil-Sarratea, N. (2020). The effect of collaborative writing in an EFL secondary setting. Language Teaching Research, 24(6), 874–897. https://doi.org/10.1177/1362168819829017

Vygotsky, L. (1978). Portrait of L. S. Vygotsky at age .35.

Wilson, K. J., Brickman, P., & Brame, C. J. (2018). Group work. CBE Life Sciences Education, 17(1). https://doi.org/10.1187/cbe.17-12-0258

Winarti, & Cahyono, B. Y. (2020). Collaborative writing and process writing approach: The effect and students perception. JEES (Journal of English Educators Society), 5(2). https://doi.org/10.21070/jees.v5i2.773

Yeh, H. C. (2014). Exploring how collaborative dialogues facilitate synchronous collaborative writing. Language Learning and Technology, 18(1), 23–37.

Zulfikar, Z., & Aulia, C. T. (2020). Exploring Acehnese EFL College Students’ Perceptions on Collaborative Writing. Wanastra: Jurnal Bahasa Dan Sastra, 12(2), 171–180. https://doi.org/10.31294/w.v12i2.8579




DOI: http://dx.doi.org/10.21462/jeltl.v7i1.703

Refbacks

  • There are currently no refbacks.






JELTL (Journal of English Language Teaching and Linguistics); Web: www.jeltl.org; Email:[email protected]


Creative Commons License
JELTL by http://www.jeltl.org is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License


Indexed and Abstracted BY: