A collaborative writing technique to improve students’ skill in writing argumentative essay

Ghufron, M. Ali (2016) A collaborative writing technique to improve students’ skill in writing argumentative essay. In: The 61 TEFLIN International Conference.

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Abstract

This research investigates whether Collaborative Writing Technique can improve students’ skill in writing argumentative essay and how class situation is when Collaborative Writing Technique is implemented. This is a Classroom Action Research (CAR) which is conducted at the fourth semester students of English Education Department of IKIP PGRI Bojonegoro in the academic year of 2013/2014. This Classoom Action Research is done in three cycles. Each cycle consists of four steps: Planning, Acting, Observing, and Reflecting. The qualitative data are collected through observation and interview. The quantitative data are collected through test. The research findings reveal that the implementation of Collaborative Writing Technique can improve students’ skill in writing argumentative essay and build effective teaching and learning which can be seen from: automaticity, meaningful learning, the anticipation of reward, intrinsic motivation, strategic investment, language ego, self-confidence, risk-taking, the language culture connection, the native language effect, interlanguage, and communicative competence. Derived from the findings, it can be concluded that the implementation of Collaborative Writing Technique can improve students’ skill in writing argumentative essay and class situation. Therefore, it is recommended for the lecturers to employ Collaborative Writing Technique as it can improve students’ writing skill as well as class situation.

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