VOlUME 06 ISSUE 02 FEBRUARY 2023
1Ade Ismail,2Abdulhalim Daud
1,2English Education Study Program Faculty of Teacher Training and Education, Universitas Khairun, Ternate, Indonesia
DOI : https://doi.org/10.47191/ijsshr/v6-i2-26Google Scholar Download Pdf
ABSTRACT
This study aims to gain an in-depth understanding of the collaborative learning needs of students' academic writing. This research uses qualitative descriptive research method. The research subjects were 70 students of the English language education study program, FKIP Khairun University. The research data was obtained through the distribution of needs analysis questionnaires and transcription of student interviews. Questionnaires were used to collect data on the types of student needs for the collaborative learning model of academic writing and interview guides were needed to collect interview data with students. The results of data analysis show that first, the academic writing learning model requires the active role of students in building cooperation during the teaching and learning process. This role is carried out during academic writing learning starting from planning writing, collaborative writing activities, to the writing results that will be presented. Second, the role of the lecturer only serves to provide guidance and make observations to detect possible problems as long as students work together. Through this role, the lecturer does not use an evaluative attitude but rather directs students to construct their understanding and writing skills. Third, the lecturer also plays a role in solving any problems that arise such as unbalanced group member participation, student refusal to group work, students who do not carry out group assignments, students' unwillingness to become group leaders, different levels of student abilities in groups, absenteeism and cheating. The role of the lecturer is intended to improve the quality of student collaboration to produce quality learning outcomes.
KEYWORDS:Academic writing; collaborative learning; writing
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