Collaborative writing in small groups: Learners’ perceptions

Nila Susanti, Enik Rukiati


This study explored learners' perceptions of the implementation of collaborative writing in small groups. Seventy-five learners of Diploma three who take a writing class were asked to write a paragraph using a collaborative strategy as one of their classroom activities.  The learners have divided into three different classes that each class consisted of twenty-five learners. This small number of learners maintained the effectiveness of classroom activity. The learners worked in a group of three learners developed a paragraph using a collaborative strategy. At the end of the class, the lecturer asked the learners to answer a questionnaire and an interview to get data about the students’ perception of the implementation of collaborative writing in small groups. The learners’ answered were analyzed and described. Learners' reactions to the collaborative writing experience mostly were positive. The learners said that in collaboration, the learners discussed and shared ideas among the member of the group that helped them to gather more idea and knowledge for their writing. Besides, they mentioned that they increased the grammatical and lexical accuracy of their paragraph. On the other sides, there were five learners who have different perceptions for some reasons; felt shy to deliver their idea, lack of English competence, time-consuming, and prefer to have individual work. Overall, the finding of this study was in line with other previous research findings of collaborative writing.


collaborative writing; small groups; learners’ perceptions

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