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dynamic way. Not only that, they also engaged in various positive interactions during the teaching and learning process. These findings were clearly reflected on
students’ written and spoken feedback data. Their feedback covered multiple functions such as asking questions, giving additional related information, making
suggestions, and reacting to numerous aspects of their peers’ compositions. The results also suggest that peer feedback is a promising activity for students to work
cooperatively, benefit from each other, and improve their writing, or more broadly, communication skills in English.
Sumarsih 2011 did a research on improving students’ writing
achievement by using cooperative learning. She specifically used Think-Pair- Share technique in her research. The results show that there was a real
im provement in students’ writing achievement after she incorporated cooperative
learning in the process of teaching writing.
C. Conceptual Framework
From learners’ point of view, writing is considered by many as the most difficult skill to master. It is not easy to master because one has to also use other
language skills in writing. In order to produce a good writing product, one must go through many writing stages and pay attention to many complex sets of rules.
Teacher also finds teaching writing kind of difficult. Firstly, they have to give full attention to each individual and their writing. Secondly, writing activity
takes up a lot of time so teacher has to be really good in time management. Thirdly, teacher needs to be smart in choosing appropriate methods and
techniques that can help them improving the quality of teaching writing process.
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There are many problems that can occur in writing. However, the most common problem students often face in writing is their difficulty in generating
ideas. It is the first stage in writing activity that has to be done and one can only wonder what will happen to those students if they cannot even think about what
they want to write. The second most common problem in writing is grammatical mistakes. That is why editing stage is also really crucial.
To solve all those problems, teacher can use cooperative learning method. It helps integrating knowledge through group discussion and interaction. By using
this method, writing will no more be the boring activity in class. Cooperative learning provides an outlet for students both to write and to talk. It will also
benefit the teacher as they do not have to talk all the time. They just need to be there to assist students in their writing. Working in groups is also evidently useful.
It enables students to build their interest, confidence, and improve their mastery of linguistic features.
According to Kagan cited in Davoudi and Mahinpo 2012 there are other things that can be influenced by using of cooperative learning. Those things are
students’ academic achievement, self-esteem, empathy, social skills, class climate, responsibility, diversity skills, individual accountability, and so forth.
Throughout this research, the researcher did some important steps such as preliminary classroom observation to find and identify the problems, finding a
solution to solve those problems, planning feasible actions, implementing them, and reflecting the implemented actions. In the end, by using cooperative learning,
the problems could be solved and students writing skills could be well improved.
