THE USE OF COLLABORATIVE WRITING TO ENHANCE STUDENTS’ LEARNING AUTONOMY IN WRITING

Umami, Maslihatul (2023) THE USE OF COLLABORATIVE WRITING TO ENHANCE STUDENTS’ LEARNING AUTONOMY IN WRITING.

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Abstract

This paper addresses the issue about the low students’ autonomy in learning writing. Based on pre-liminary research, teachers still adopt product-based writing, in which students do not engage with the process of writing. It is why this study was conducted to find out whether the implementation of CW is able to cover three aspects e.g, increasing students’ awareness in avoiding plagiarism, increasing students' motivation in writing independently and enhancing positive learning environment. In gathering the data, test, observation, and documentation techniques are used. The finding shows that it can improve students’ learning autonomy since in the process of writing, CW can increase students’ self-awareness and self-confidence, and provides an opportunity to discuss that help them get ideas and feedback. Moreover, students do the process of writing involving drafting, revising, reading, and editing cooperatively so that they exchange information and respond their own need. So that, for future implication, CW can be developed in a wider context and research types

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