Collaborative and Individual Writing Strategies for EFL Writing Instruction: Outcomes and Perceptions

International Journal of Research and Innovation in Social Science (IJRISS) | Volume V, Issue VI, June 2021 | ISSN 2454–6186

Collaborative and Individual Writing Strategies for EFL Writing Instruction: Outcomes and Perceptions

Ika Rama Suhandra, M. L. Manda, Ria Rosdiana Jubhari, Harlinah Sahib
Faculty of Cultural Studies, Hasanuddin University, Indonesia

Abstract
This study investigated 1) whether or not the collaborative writing strategy had a positive influence towards students’ writing achievement than the students who wrote individually, and 2) the students’ perceptions concerning the use of the collaborative writing strategy. The research was conducted by applying the mixed-method design. The subjects of the study were 64 students of Mataram State Islamic University which distributed randomly in two groups; experimental and control groups. Data were collected using the relevant research instruments such as: essay writing test and questionnaire. The data were analyzed quantitatively and qualitatively. Two major findings emerged. First, it revealed that there was a difference of the experimental and control groups’ mean scores of their post-test. The experimental group’s mean score (M=7.14) (SD=0.57) was greater than that of control group’s mean score (6.45) (SD=0.53). Seen from its independent sample test, it also unveiled that their sig. (2-tailed) (0.00) was lower than (0.05). This statistical evidence exhibited that there was a significant difference between the students who employed collaborative writing strategy than those who did not employ it. Second, all students’ responses were positive towards the application of collaborative writing strategy as it increased students’ motivation and confidence, reduced stress, gave new horizon on the way of how students to write, shared mutual feedback, gave a good attitude to respect each other, and knew others characters.

Keywords: Collaborative; writing; individual; strategy

INTRODUCTION

The shift from teacher-centered to learner-centered approach has a wide influence on educational practice. The “learner-centered approach” in educational practice focuses the attention on the individual needs of learners that are believed to be important to consider. In the ELT context, Harmer (2003) contends that in recent years, under the influence of humanistic and communicative theories, great emphasis has been placed on ‘learner-centered’ teaching, that is teaching which makes the learners’ needs and experiences central to the educational process. In line with sentiments raised by Harmer (2003), Richards & Renandya (2002) assert that learners are seen to learn in different ways and to have different needs and interests. Language programs and the teachers who work in them should, therefore, set out to provide learners with effective learning strategies, to assist learners in identifying their own preferred ways of learning. The effective learning strategy then should be provided in all aspects of teaching, especially in language teaching with the main thrust of involving individual or group of students in the process.

Read More