Exploring collaborative learning strategy performed by EFL students in writing short movie script: A case study in University Context

Anwar, Nadia (2022) Exploring collaborative learning strategy performed by EFL students in writing short movie script: A case study in University Context. Sarjana thesis, UIN Sunan Gunung Djati Bandung.

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Abstract

One of the language skills that students must learn when studying English is writing. However, some factors, such as a lack of vocabulary, a lack of understanding of grammar, and a lack of ability to express their ideas in writing skills, make it difficult for students to practice their writing skills. Collaborative learning is a method that is frequently used in learning English, especially in writing. Also, scriptwriting is beneficial in writing practice because it helps to vocabulary development and improves writing skills. This research aims to: 1) to explore how the students perform the collaborative learning strategy in writing a short movie script, 2) to find out the students perceive of the influence of the collaborative learning strategy on the process of writing a short movie script. This research employed a qualitative method with a case study design. Observation, interview, and document analysis were used to gain the data. Observation using the theory of Mulligan & Garofalo (2011) and document analysis using the theory of Darren (2019) and Miller (2016). The participants of this research were three students from class A in the English Education Department of the year 2019 who took the Prose and Drama Course at State Islamic University in Bandung, West Java, Indonesia. The findings reveal that collaborative learning in writing was conducted in five stages: brainstorming, outlining, drafting, revising, editing, and proofreading. Students are conscious of this process during collaborative writing, even though task roles are not specified but they learn to work together to complete short film scripts. And collaborative learning positively influences students because, with collaborative learning, students give each other ideas and suggestions and help each other, which improves the students’ writing process during collaboration. Thus, this research desired that a collaborative learning strategy can be used to improve students writing performance by sharing ideas with each other. Students who participate in collaborative writing learning more maximize their learning during the writing process by participating in discussions, offering ideas, providing help, and making suggestions, even better. Furthermore, the findings of this study can be used as a reference. Especially for English teachers to develop the student’s writing performance through collaborative learning.

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