Ade Ismail, Ninuk Lustyantie, Emzir
This study aimed to determine the effectiveness of collaborative learning models in academic writing, particularly in argumentative texts. This research was conducted at the Khairun University in eastern Indonesia, with 60 students in the English Education Study Program. The period of research was from January to April 2020. All participants were fourth-semester students, of which 30 were assigned to the experimental class, while the remaining 30 studied in the control class. The experimental class was taught through a collaborative learning model of academic writing, and the control class applied an individual learning model. Learning in the experimental class was carried out in accordance with the syntax of the collaborative model, namely orientation, delivery of material, group formation and shared perceptions, assignment and collaborative writing, and reporting and reflection. Once the learning process was complete spread over 12 meetings, students were asked to write an article. The received articles were analyzed using an assessment rubric. The assessment's focus was on the generic structure of the text, language features, grammar, mechanics, and content. After analysis using the rubric, statistical values were computed. These showed that Asymp. Sig. (2-tailed) = 0.00 <0.05, which means that the null Ho hypothesis is rejected and the alternate or H1 is accepted. It indicated a significant difference in learning outcomes between collaborative and individual learning in academic writing. © 2020 Asian EFL Journal Press. All rights reserved.
Postgraduate Program of Applied Linguistic, Universitas Negeri Jakarta, Indonesia
Research at a Glance
Register to unlock
Topics & SDG Alignment
Register to unlock
Collaboration
Register to unlock
Author Profile (Selected)
Register to unlock
References Overview
Register to unlock
Journal & Source
Register to unlock
Metadata & Integrity
Register to unlock