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In spite of the fact that there are some strengths of collaborative writing in the teaching learning process, collaborative writing method has disadvantages as
follows: 1
Pair work is likely noisy. 2
Sometimes between the helper and the writer have different opinions or arguments in developing paragraph. Thus, it can make a conflict between
them. 3
Not all the students got the chance to consult and performed their writing to the teacher because the limited in the class sessions.
Based on the definition above, it can be assumed that Collaborative Writing method is the process of producing a written work in a group or in pairs
which use some procedures. The procedures will help the students to make a good document in written text. This method will make students more active and
creative in facing the problem in writing process.
3. Direct Instruction Method
a. The Definition of Direct Instruction Method
Direct Instruction method refers to academically focused on teacher- directed classroom instruction using sequenced and structured materials. Slavin in
Kousar 2009 says that Direct Instruction refers to teaching activities where goals are clear to students, time allocated for instruction is sufficient and continuous and
feedback to students is immediate and academically oriented. In addition, Stein, at al. in Viel-Ruma 1998 define that Direct Instruction is an explicit instructional
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approach that focuses on teacher modeling, task analysis, frequent questioning of the learners with directed feedback, scripted lessons, and choral response. Teacher
modeling means that the teacher becomes the decision maker in this method. He presents new material in small steps and checks for students understanding
through strategic questioning. In the end of learning activities, he will give feedback for the students directly.
Furthermore, Vukmir 2002: 42 defines that Direct Instruction is best characterized by its teacher directed and skills-oriented approach that uses small-
group instruction. Teachers and aides use carefully scripted lessons that explicitly introduce the students to key cognitive skills that have been broken into small
units. It means that in learning process, the teacher will help the students to perform independently on highly structured tasks, such as writing skill and he has
responsible for what students learn. Meanwhile, Valiathan 2009 defines that Direct Instruction DI is used to describe learning material in which the teacher
or expert transmits information directly to learners structuring learning time to reach a clearly defined set of objectives as efficiently as possible. The teacher
explains the material exactly directly by demonstrating a task to be learned steps- by-step, and then, the students repeat it until the task is mastered. The students
learn to do well only what they practice doing. In line with the theory, Luke 2006: 7 defines that Direct Instruction, an
alternative instructional method that emphasizes fast-paced teacher probes and sequenced drill-repetition-practice routines. It means that direct instruction
method also provides the set regular steps in one direction and then back again.
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The teacher controls the teaching and learning process in order to drill the low students that provide the drill repetition practice routines learning.
Based on the theories above, it can be concluded that Direct Instruction is an alternative instructional method for the explicit teaching of a skill-set which the
teacher or lecture transmits information directly for the students. In teaching activities, the teacher has clear goals for student where he or she will focus on
teacher modeling, task analysis, frequent questioning of learners with directed feedback, scripted lessons, and choral response.
b. Procedures of Direct Instruction Method
