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“Iya, ini dapat meningkatkan motivasi untuk rajin menulis, kreatifitas dalam mengolah kata, dan kerja sama yang luar biasa.”
4 The improvement of students’ interest and self-awareness
The students who joint in the classroom felt happy in teaching and learning English especially writing by using collaborative writing technique. The
students worked and discussed together about their pair’s writing result. They had self-confidence and creative in cooperative interaction between them to finish
their work as well as possible. One of the students said: “Menurut saya, ini dapat meningkatkan motivasi, kreatifitas, kerjasama,
dan pengetahun diantara kami.”
b. The strengths and weaknesses in cycle 1
The researcher and his collaborator stated that there were some strengths and weaknesses from the implementation of collaborative writing technique to the
students’ writing. The results were found during teaching and learning process. The strengths were: 1 the students were enthusiastic to work in pairs although at
first they seemed reluctant. They ‘take and give’ action really worked in the pair since in each pair there were always ‘good students’ as the helpers of the pair.
From the questionnaire, most of the students were happy with the learning process. 2 The students had higher self-confidence and felt happy because the
students were also actively involved in working in a pair. Therefore, they could interact with hisher partner to create a descriptive text. One of students said:
“Menurut saya kegiatan tersebut sangat membantu saya memiliki percaya diri yang tinggi dibanding mengerjakan sendiri. Selain itu, dalam kegiatan
tersebut saya dapat saling berpendapat untuk menghasilkan kalimat yang baik”.
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3 The students learned to make good cooperation and interaction with their partner through sharing ideas in making paragraphs. It could be seen from the
result of interview to the one of students that: “Saya bisa lebih mudah dalam membuat teks paragraph dengan teman
saya. Dan collaborative writing technique bisa melatih kerja sama dengan teman sebangku.”
4 The collaborative writing technique could improve the students’ writing ability in exploring or expressing their ideas, organize them into paragraphs, and much
better in mechanics spelling and punctuation. And 5 the students could also pay more attention about punctuation and spelling in writing.
However, there were also weaknesses found in this part: 1 most of the students were still confused with vocabularies and grammar related to descriptive
text in their writing; 2 the students had to spent a long time to complete every step of writing process in the classroom; 3 lack of control from the teacher in
pair work, the students made noise at the class; and 4 some students did not follow the steps of collaborative writing technique well because the teacher
explained the collaborative writing technique not too clear to the students. In this case, the students got difficulties in how to become a better writer or helper and
conducted the steps in writing process. It could also be proved from the result of interview to the collaborator:
“Tidak ada saran-saran tertentu, hanya dimohon agar dalam pemberian perintah atau petunjuk lebih diperjelas lagi sehingga mudah diikuti oleh
siswa.”
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c. Revised plan
