Cooperative Learning for Improving Students' L2 Willingness to Write in Creative Writing
Abstract
The aim of this research is to investigate the effectiveness of cooperative learning in improving students’ L2 willingness to write in creative writing. To assess the effectiveness of the instrument in the study, classroom action research is the method that will be used to measure in student learning or achievement as a result of an intervention, a pre-test and post-test are commonly used instrument in classroom action research. The study’s finding revealed that the classroom action research group’s L2 willingness to write in creative writing improved significantly after the cycle of cooperative learning instruction. The findings support cooperative learning’s effectiveness in improving students’ L2 willingness to write in creative writing. According to the findings, incorporating cooperative learning into language instruction is a promising approach for improving writing skills in the L2 context.
Keywords: Classroom Action Research, Cooperative Learning, Creative Writing, L2 Willingness to Write
References
Abramczyk, A., & Jurkowski, S. (2020). Cooperative learning as an evidence-based teaching strategy: what teachers know, believe, and how they use it. Journal of Education for Teaching, 46(3), 296–308. https://doi.org/10.1080/02607476.2020.1733402
Abrami, P. C., & Chambers, B. (1996). Research on cooperative learning and achievement: Comments on slavin. Contemporary Educational Psychology, 21(1), 70–79. https://doi.org/10.1006/ceps.1996.0005
Altun, M., & Sabah, R. (2020). The effect of cooperative learning strategies in the enhancement of EFL learners’ speaking skills. Asian EFL Journal, 27(2), 144–171.
Antil, L. R., Jenkins, J. R., Wayne, S. K., & Vadasy, P. F. (1998). Cooperative learning: Prevalence, conceptualizations, and the relation between research and practice. American Educational Research Journal, 35(3), 419–454. https://doi.org/10.3102/00028312035003419
Bachman, L. D. C. L. F. (1987). from the SAGE Social Science Collections . All Rights. Hispanic Journal of Behavioral Sciences, 9(2), 20–33.
Dendup, T., & Onthanee, A. (2020). Effectiveness of cooperative learning on english communicative ability of 4th grade students in Bhutan. International Journal of Instruction, 13(1), 255–266. https://doi.org/10.29333/IJI.2020.13117A
Dwi, A., Politeknik, J., & Curup, R. (2019). Students’ Writing Ability on English Descriptive Text at Grade VIII in SMPN 33 Padang. Academic Journal of English Language and Education, 3(1).
Edmund, N. R. (1958). A study of the relationship between prior experiences and the quality of creative writing done by seventh-grade pupils. Journal of Educational Research, 51(7), 481–492. https://doi.org/10.1080/00220671.1958.10882493
Flower, L., & Hayes, J. R. (1981). A Cognitive Process Theory of Writing. College Composition and Communication, 32(4), 365. https://doi.org/10.2307/356600
Galbraith, D., & Rijlaarsdam, G. (1999). Effective strategies for the teaching and learning of writing. Learning and Instruction, 9(2), 93–108. https://doi.org/10.1016/S0959-4752(98)00039-5
Ghufron, M. A., & Ermawati, S. (2018). The strengths and weaknesses of cooperative learning and problem-based learning in EFL writing class: Teachers and students’ perspectives. International Journal of Instruction, 11(4), 657–672. https://doi.org/10.12973/iji.2018.11441a
Golparvar, S. E., & Khafi, A. (2021). The role of L2 writing self-efficacy in integrated writing strategy use and performance. Assessing Writing, 47(November 2020), 100504. https://doi.org/10.1016/j.asw.2020.100504
Huisman, B., Saab, N., Broek, P. Van Den, Driel, J. Van, & Group, F. (2018). Assessment & Evaluation in Higher Education The impact of formative peer feedback on higher education students ’ academic writing : a Meta- Analysis. Assessment & Evaluation in Higher Education, 0(0), 1–18. https://doi.org/10.1080/02602938.2018.1545896
Ismail, S. A. A., & Al Allaq, K. (2019). The Nature of Cooperative Learning and Differentiated Instruction Practices in English Classes. SAGE Open, 9(2). https://doi.org/10.1177/2158244019856450
Jang, Y., & Lee, J. (2019). The effects of ideal and ought-to L2 selves on Korean EFL learners’ writing strategy use and writing quality. In Reading and Writing (Vol. 32, Issue 5, pp. 1129–1148). https://doi.org/10.1007/s11145-018-9903-0
Johnson, R. T., & Johnson, D. W. (1994). An overview of cooperative learning. Creativity and Collaborative Learning:, 31–44.
Juita, H. R., & Widiyarto, S. (2019). The Effectiveness of Cooperative Learning Methods: A case study of writing learning at Junior High School. 257(Icollite 2018), 266–268. https://doi.org/10.2991/icollite-18.2019.58
Kaivanpanah, S., Ghonsooly, B., & Beynabaj, N. S. (2019). Willingness to Write in EFL Contexts. Applied Research on English Language, 8(3), 339–364. https://doi.org/10.22108/are.2019.114160.1387
Kreeft Peyton, J., Staton, J., Richardson, G., & Wolfram, W. (1990). The Influence of Writing Task on ESL Students’ Written Production. Research in the Teaching of English, 24(2), 142–171.
Language, E., Sultan, U. P., & Malim, T. (2021). ASIAN PENDIDIKAN A Review of Cooperative Learning in EFL Classroom. 1, 1–9.
Lee, I., & Yuan, R. (Eric). (2021). Understanding L2 writing teacher expertise. Journal of Second Language Writing, 52(July), 100755. https://doi.org/10.1016/j.jslw.2020.100755
Meşe, E., & Sevilen, Ç. (2021). Factors influencing EFL students’ motivation in online learning: A qualitative case study. Journal of Educational Technology & Online Learning, 4(1), 11–22.
Mohammad, D. H., & Mohammad, F. (2018). EFL Learners’ Attitudes towards Cooperative Learning in the Writing Skill. International Journal of Language & Linguistics, 5(4), 92–98. https://doi.org/10.30845/ijll.v5n4p11
Mohammed Hassan Al-Ahdal, A. A., & Alqasham, F. H. (2020). Efl Writing Tasks and the Application of the Concept of Situatedness: Evaluating the Theoretical and Practical Aspects of the Saudi Efl Context. TESOL International Journal, 15(4), 1–11.
Moses, R. N., & Mohamad, M. (2019). Challenges Faced by Students and Teachers on Writing Skills in ESL Contexts: A Literature Review. Creative Education, 10(13), 3385–3391. https://doi.org/10.4236/ce.2019.1013260
Musgrove, L. E. (1998). Attitudes Toward Writing. Jaepl, 4(Winter), 1–9.
PGRI Tulungagung, S. (2019). USING DICTOGLOSS TECHNIQUE TO IMPROVE STUDENTS’ WRITING SKILL 1) Moh. Choirul Huda 2) Piping Rahadianto. English Community Journal, 3(1), 307–316.
Puspita, L. D., & Iriani, R. D. D. S. (2022). The Relationship Between Writing Motivation and Writing Self Efficacy in Students Who Become Writers. Psikologia : Jurnal Psikologi, 7, 1–7. https://doi.org/10.21070/psikologia.v7i0.1690
Qiu, X., & Lee, M. K. (2020). Regulated learning and self-efficacy beliefs in peer collaborative writing: An exploratory study of L2 learners’ written products, task discussions, and self-reports. System, 93, 102312. https://doi.org/10.1016/j.system.2020.102312
Rafiee, M., & Abbasian-Naghneh, S. (2020). Willingness to Write (WTW): Development of a model in EFL writing classrooms. Cogent Education, 7(1). https://doi.org/10.1080/2331186X.2020.1847710
Rosa Indah, C. H. (2022). the Analysis of Generic Structure of Descriptive Text Used By Students of Elementary School 1 Penambangan Probolinggo. Journey: Journal of English Language and Pedagogy, 5(1), 18–23. https://doi.org/10.33503/journey.v5i1.1790
Segundo Marcos, R. I., López Ferández, V., Daza González, M. T., & Phillips-Silver, J. (2020). Promoting children’s creative thinking through reading and writing in a cooperative learning classroom. Thinking Skills and Creativity, 36(January), 100663. https://doi.org/10.1016/j.tsc.2020.100663
Silalahi, T. F., & Hutauruk, A. F. (2020). The Application of Cooperative Learning Model during Online Learning in the Pandemic Period. Budapest International Research and Critics Institute (BIRCI-Journal): Humanities and Social Sciences, 3(3), 1683–1691. https://doi.org/10.33258/birci.v3i3.1100
Slavin, R. E. (1980). Cooperative Learning. Review of Educational Research, 50(2), 315–342. https://doi.org/10.3102/00346543050002315
Stapleton, P., & Leung Ka Kin, B. (2019). Assessing the accuracy and teachers’ impressions of Google Translate: A study of primary L2 writers in Hong Kong. English for Specific Purposes, 56, 18–34. https://doi.org/10.1016/j.esp.2019.07.001
Studies, B., & Heritage, C. (2019). Cooperative Learning: Practices, Challenges and Its Implication for Quality Education in Undergraduate Regular Program of Wollo University. Journal of Education and Practice, 51–67. https://doi.org/10.7176/jep/10-31-06
Studies, L., & Pourfeiz, J. (2022). EURASIAN JOURNAL OF LANGUAGE TEACHING AND LINGUISTIC STUDIES Willingness to write and writing performance of EFL students : Pursuit of relevance. 1(1).
Tahmouresi, S., & Papi, M. (2021). Future selves, enjoyment and anxiety as predictors of L2 writing achievement. Journal of Second Language Writing, 53(July), 100837. https://doi.org/10.1016/j.jslw.2021.100837
Toba, R., Noor, W. N., & Sanu, L. O. (2019). The Current Issues of Indonesian EFL Students’ Writing Skills: Ability, Problem, and Reason in Writing Comparison and Contrast Essay. Dinamika Ilmu, 57–73. https://doi.org/10.21093/di.v19i1.1506
Vakilifard, A., Bahramlou, K., & Mousavian, M. (2020). The effect of cooperative learning approach and semantic mapping strategy on the acquisition of L2 Persian vocabulary. Cogent Education, 7(1). https://doi.org/10.1080/2331186X.2020.1762287
Wachholz (1996) Writing Self efficacy in high and low apprehensive writers. (n.d.).
Wei, X., Zhang, L. J., & Zhang, W. (2020). Associations of L1-to-L2 rhetorical transfer with L2 writers’ perception of L2 writing difficulty and L2 writing proficiency. Journal of English for Academic Purposes, 47. https://doi.org/10.1016/j.jeap.2020.100907
White, J. (1986). The writing on the wall: Beginning or end of a girl’s career? Women’s Studies International Forum, 9(5–6), 561–574. https://doi.org/10.1016/0277-5395(86)90049-X
Wulandari, D., Shandy Narmaditya, B., Hadi Utomo, S., & Hilmi Prayi, P. (2019). Teachers’ Perception on Classroom Action Research. KnE Social Sciences, 3(11), 313. https://doi.org/10.18502/kss.v3i11.4015
Yu, S., Jiang, L., & Zhou, N. (2020). The impact of L2 writing instructional approaches on student writing motivation and engagement. Language Teaching Research, 19. https://doi.org/10.1177/1362168820957024
Yu, S., Zhou, N., Zheng, Y., Zhang, L., Cao, H., & Li, X. (2019). Evaluating student motivation and engagement in the Chinese EFL writing context. Studies in Educational Evaluation, 62(19), 129–141. https://doi.org/10.1016/j.stueduc.2019.06.002
Yusuf, Q., Jusoh, Z., & Yusuf, Y. Q. (2019). Cooperative learning strategies to enhance writing skills among second language learners. International Journal of Instruction, 12(1), 1399–1412. https://doi.org/10.29333/iji.2019.12189a
Zaki, L. B. (2022). the Use of Dictogloss To Improve Students’ Writing in Muhammadiyah Plus Secondary School Batam. Jurnal JOEPALLT (Journal of English Pedagogy, Linguistics, Literature, and Teaching), 10(2), 129–143. https://doi.org/10.35194/jj.v10i2.2606
Zaman, B. (2020). Implementation of Cooperative Learning Strategies in Islamic Religious Education. IJECA International Journal of Education & Curriculum Application, 3(2), 91–97.
Abrami, P. C., & Chambers, B. (1996). Research on cooperative learning and achievement: Comments on slavin. Contemporary Educational Psychology, 21(1), 70–79. https://doi.org/10.1006/ceps.1996.0005
Altun, M., & Sabah, R. (2020). The effect of cooperative learning strategies in the enhancement of EFL learners’ speaking skills. Asian EFL Journal, 27(2), 144–171.
Antil, L. R., Jenkins, J. R., Wayne, S. K., & Vadasy, P. F. (1998). Cooperative learning: Prevalence, conceptualizations, and the relation between research and practice. American Educational Research Journal, 35(3), 419–454. https://doi.org/10.3102/00028312035003419
Bachman, L. D. C. L. F. (1987). from the SAGE Social Science Collections . All Rights. Hispanic Journal of Behavioral Sciences, 9(2), 20–33.
Dendup, T., & Onthanee, A. (2020). Effectiveness of cooperative learning on english communicative ability of 4th grade students in Bhutan. International Journal of Instruction, 13(1), 255–266. https://doi.org/10.29333/IJI.2020.13117A
Dwi, A., Politeknik, J., & Curup, R. (2019). Students’ Writing Ability on English Descriptive Text at Grade VIII in SMPN 33 Padang. Academic Journal of English Language and Education, 3(1).
Edmund, N. R. (1958). A study of the relationship between prior experiences and the quality of creative writing done by seventh-grade pupils. Journal of Educational Research, 51(7), 481–492. https://doi.org/10.1080/00220671.1958.10882493
Flower, L., & Hayes, J. R. (1981). A Cognitive Process Theory of Writing. College Composition and Communication, 32(4), 365. https://doi.org/10.2307/356600
Galbraith, D., & Rijlaarsdam, G. (1999). Effective strategies for the teaching and learning of writing. Learning and Instruction, 9(2), 93–108. https://doi.org/10.1016/S0959-4752(98)00039-5
Ghufron, M. A., & Ermawati, S. (2018). The strengths and weaknesses of cooperative learning and problem-based learning in EFL writing class: Teachers and students’ perspectives. International Journal of Instruction, 11(4), 657–672. https://doi.org/10.12973/iji.2018.11441a
Golparvar, S. E., & Khafi, A. (2021). The role of L2 writing self-efficacy in integrated writing strategy use and performance. Assessing Writing, 47(November 2020), 100504. https://doi.org/10.1016/j.asw.2020.100504
Huisman, B., Saab, N., Broek, P. Van Den, Driel, J. Van, & Group, F. (2018). Assessment & Evaluation in Higher Education The impact of formative peer feedback on higher education students ’ academic writing : a Meta- Analysis. Assessment & Evaluation in Higher Education, 0(0), 1–18. https://doi.org/10.1080/02602938.2018.1545896
Ismail, S. A. A., & Al Allaq, K. (2019). The Nature of Cooperative Learning and Differentiated Instruction Practices in English Classes. SAGE Open, 9(2). https://doi.org/10.1177/2158244019856450
Jang, Y., & Lee, J. (2019). The effects of ideal and ought-to L2 selves on Korean EFL learners’ writing strategy use and writing quality. In Reading and Writing (Vol. 32, Issue 5, pp. 1129–1148). https://doi.org/10.1007/s11145-018-9903-0
Johnson, R. T., & Johnson, D. W. (1994). An overview of cooperative learning. Creativity and Collaborative Learning:, 31–44.
Juita, H. R., & Widiyarto, S. (2019). The Effectiveness of Cooperative Learning Methods: A case study of writing learning at Junior High School. 257(Icollite 2018), 266–268. https://doi.org/10.2991/icollite-18.2019.58
Kaivanpanah, S., Ghonsooly, B., & Beynabaj, N. S. (2019). Willingness to Write in EFL Contexts. Applied Research on English Language, 8(3), 339–364. https://doi.org/10.22108/are.2019.114160.1387
Kreeft Peyton, J., Staton, J., Richardson, G., & Wolfram, W. (1990). The Influence of Writing Task on ESL Students’ Written Production. Research in the Teaching of English, 24(2), 142–171.
Language, E., Sultan, U. P., & Malim, T. (2021). ASIAN PENDIDIKAN A Review of Cooperative Learning in EFL Classroom. 1, 1–9.
Lee, I., & Yuan, R. (Eric). (2021). Understanding L2 writing teacher expertise. Journal of Second Language Writing, 52(July), 100755. https://doi.org/10.1016/j.jslw.2020.100755
Meşe, E., & Sevilen, Ç. (2021). Factors influencing EFL students’ motivation in online learning: A qualitative case study. Journal of Educational Technology & Online Learning, 4(1), 11–22.
Mohammad, D. H., & Mohammad, F. (2018). EFL Learners’ Attitudes towards Cooperative Learning in the Writing Skill. International Journal of Language & Linguistics, 5(4), 92–98. https://doi.org/10.30845/ijll.v5n4p11
Mohammed Hassan Al-Ahdal, A. A., & Alqasham, F. H. (2020). Efl Writing Tasks and the Application of the Concept of Situatedness: Evaluating the Theoretical and Practical Aspects of the Saudi Efl Context. TESOL International Journal, 15(4), 1–11.
Moses, R. N., & Mohamad, M. (2019). Challenges Faced by Students and Teachers on Writing Skills in ESL Contexts: A Literature Review. Creative Education, 10(13), 3385–3391. https://doi.org/10.4236/ce.2019.1013260
Musgrove, L. E. (1998). Attitudes Toward Writing. Jaepl, 4(Winter), 1–9.
PGRI Tulungagung, S. (2019). USING DICTOGLOSS TECHNIQUE TO IMPROVE STUDENTS’ WRITING SKILL 1) Moh. Choirul Huda 2) Piping Rahadianto. English Community Journal, 3(1), 307–316.
Puspita, L. D., & Iriani, R. D. D. S. (2022). The Relationship Between Writing Motivation and Writing Self Efficacy in Students Who Become Writers. Psikologia : Jurnal Psikologi, 7, 1–7. https://doi.org/10.21070/psikologia.v7i0.1690
Qiu, X., & Lee, M. K. (2020). Regulated learning and self-efficacy beliefs in peer collaborative writing: An exploratory study of L2 learners’ written products, task discussions, and self-reports. System, 93, 102312. https://doi.org/10.1016/j.system.2020.102312
Rafiee, M., & Abbasian-Naghneh, S. (2020). Willingness to Write (WTW): Development of a model in EFL writing classrooms. Cogent Education, 7(1). https://doi.org/10.1080/2331186X.2020.1847710
Rosa Indah, C. H. (2022). the Analysis of Generic Structure of Descriptive Text Used By Students of Elementary School 1 Penambangan Probolinggo. Journey: Journal of English Language and Pedagogy, 5(1), 18–23. https://doi.org/10.33503/journey.v5i1.1790
Segundo Marcos, R. I., López Ferández, V., Daza González, M. T., & Phillips-Silver, J. (2020). Promoting children’s creative thinking through reading and writing in a cooperative learning classroom. Thinking Skills and Creativity, 36(January), 100663. https://doi.org/10.1016/j.tsc.2020.100663
Silalahi, T. F., & Hutauruk, A. F. (2020). The Application of Cooperative Learning Model during Online Learning in the Pandemic Period. Budapest International Research and Critics Institute (BIRCI-Journal): Humanities and Social Sciences, 3(3), 1683–1691. https://doi.org/10.33258/birci.v3i3.1100
Slavin, R. E. (1980). Cooperative Learning. Review of Educational Research, 50(2), 315–342. https://doi.org/10.3102/00346543050002315
Stapleton, P., & Leung Ka Kin, B. (2019). Assessing the accuracy and teachers’ impressions of Google Translate: A study of primary L2 writers in Hong Kong. English for Specific Purposes, 56, 18–34. https://doi.org/10.1016/j.esp.2019.07.001
Studies, B., & Heritage, C. (2019). Cooperative Learning: Practices, Challenges and Its Implication for Quality Education in Undergraduate Regular Program of Wollo University. Journal of Education and Practice, 51–67. https://doi.org/10.7176/jep/10-31-06
Studies, L., & Pourfeiz, J. (2022). EURASIAN JOURNAL OF LANGUAGE TEACHING AND LINGUISTIC STUDIES Willingness to write and writing performance of EFL students : Pursuit of relevance. 1(1).
Tahmouresi, S., & Papi, M. (2021). Future selves, enjoyment and anxiety as predictors of L2 writing achievement. Journal of Second Language Writing, 53(July), 100837. https://doi.org/10.1016/j.jslw.2021.100837
Toba, R., Noor, W. N., & Sanu, L. O. (2019). The Current Issues of Indonesian EFL Students’ Writing Skills: Ability, Problem, and Reason in Writing Comparison and Contrast Essay. Dinamika Ilmu, 57–73. https://doi.org/10.21093/di.v19i1.1506
Vakilifard, A., Bahramlou, K., & Mousavian, M. (2020). The effect of cooperative learning approach and semantic mapping strategy on the acquisition of L2 Persian vocabulary. Cogent Education, 7(1). https://doi.org/10.1080/2331186X.2020.1762287
Wachholz (1996) Writing Self efficacy in high and low apprehensive writers. (n.d.).
Wei, X., Zhang, L. J., & Zhang, W. (2020). Associations of L1-to-L2 rhetorical transfer with L2 writers’ perception of L2 writing difficulty and L2 writing proficiency. Journal of English for Academic Purposes, 47. https://doi.org/10.1016/j.jeap.2020.100907
White, J. (1986). The writing on the wall: Beginning or end of a girl’s career? Women’s Studies International Forum, 9(5–6), 561–574. https://doi.org/10.1016/0277-5395(86)90049-X
Wulandari, D., Shandy Narmaditya, B., Hadi Utomo, S., & Hilmi Prayi, P. (2019). Teachers’ Perception on Classroom Action Research. KnE Social Sciences, 3(11), 313. https://doi.org/10.18502/kss.v3i11.4015
Yu, S., Jiang, L., & Zhou, N. (2020). The impact of L2 writing instructional approaches on student writing motivation and engagement. Language Teaching Research, 19. https://doi.org/10.1177/1362168820957024
Yu, S., Zhou, N., Zheng, Y., Zhang, L., Cao, H., & Li, X. (2019). Evaluating student motivation and engagement in the Chinese EFL writing context. Studies in Educational Evaluation, 62(19), 129–141. https://doi.org/10.1016/j.stueduc.2019.06.002
Yusuf, Q., Jusoh, Z., & Yusuf, Y. Q. (2019). Cooperative learning strategies to enhance writing skills among second language learners. International Journal of Instruction, 12(1), 1399–1412. https://doi.org/10.29333/iji.2019.12189a
Zaki, L. B. (2022). the Use of Dictogloss To Improve Students’ Writing in Muhammadiyah Plus Secondary School Batam. Jurnal JOEPALLT (Journal of English Pedagogy, Linguistics, Literature, and Teaching), 10(2), 129–143. https://doi.org/10.35194/jj.v10i2.2606
Zaman, B. (2020). Implementation of Cooperative Learning Strategies in Islamic Religious Education. IJECA International Journal of Education & Curriculum Application, 3(2), 91–97.
Published
2023-11-10
Section
Articles
