Investigating Students' Collaborative Writing Process In Learning A Recount Text At MTsN 8 Banyuwangi

Solikatun Nafiah, Yurike Findia (2025) Investigating Students' Collaborative Writing Process In Learning A Recount Text At MTsN 8 Banyuwangi. Undergraduate thesis, Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember.

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Abstract

Keywords: Collaborative writing, recount text, junior high school, teaching strategy, student collaboration, writing skills, motivation, classroom implementation, challenges, benefits.
This study aims to investigate the implementation, challenges and benefits of collaborative writing process in learning recount texts at the Junior High School level, especially at MTsN 8 Banyuwangi. In the context of recent advancements in language learning, collaborative learning has been recognized as an effective strategy to enhance students’ active participation, critical thinking, and communication skills in English. Collaborative writing offers an effective strategy to address these needs by engaging students actively in the writing process, thereby improving both writing proficiency and interpersonal skills.
This study is guided by three main research questions: (1) how is the collaborative writing process implemented during teaching recount texts; (2) what challenges are faced by students in executing collaborative writing; and (3) what benefits does this method provide to students’ learning outcomes. The objectives of this research are to describe the implementation of collaborative process in learning recount text at junior high school level, analyze the challenges faced by students, and explore the benefits of collaborative in improving students' writing skills, cooperation, and learning motivation.
This study uses a descriptive qualitative approach and was conducted at MTsN 8 Banyuwangi, a junior high school located at Jl. Samiran Dusun Krajan II.7, Banyuwangi Regency, East Java, Indonesia. Data were collected from class VIIIC, consisting of 30 students and a teacher, through interviews, observations, and documentation. Data analysis was carried out using a thematic analysis model, which includes data reduction, data presentation, and iterative conclusion drawing to obtain an in-depth picture of the collaborative process and its influence on student learning motivation.
The results showed that the implementation of the collaborative process included the stages of brainstorming, drafting, editing, and revision, all of which were carried out actively and in a structured manner. The challenges encountered included low initial student motivation, limited time, and difficulties in guiding effectively. However, the implementation of collaboration indicate that the implementation of collaborative writing involves several systematic stages including brainstorming, drafting, editing, and revising, facilitated by group work that encourages interaction among students.Therefore, it is recommended that teacher design and manage collaborative writing activities systematically and develop supportive learning resources. Students are encouraged to continue improving their language and teamwork skills independently, while future researchers are advised to explore more effective strategies for overcoming challenges and assessing long-term impacts on student competence

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