The effectiveness of collaborative writing method to teach writing skill viewed from students’ creativity

Oleh :
Ning Setio Wati - S891108071 - Sekolah Pascasarjana

This research aims at establishing whether: (1) Collaborative Writing method is more effective than Direct Instruction method to teach writing skill; (2) the students having high creativity have better writing skill than those having low creativity; and (3) there is an interaction between teaching methods and students‟ creativity in teaching writing skill to the third semester students of English Department, State Islamic College (STAIN) of Jurai Siwo Metro in the academic year of 2012/2013. The method which was applied in this research was experimental study. The population of this research was the third semester students of English Department which consists of 218 students. The sample of the research was two classes; the class C was used as the experimental class and class B as the control class. The sampling technique used was cluster random sampling. Each class was divided into two groups (the students having high and low creativity). The techniques of collecting data were creativity test for collecting data of students‟ creativity and writing test for collecting the data of students‟ writing skill. The data were analyzed by using Multifactor Analysis of Variance (ANOVA) test of 2x2 and Tukey test. The result of data analysis shows that: (1) Collaborative Writing method differs significantly from Direct Instruction method to teach writing because Fo > Ft and qo (between A1 and A2) > qt; (2) students having high creativity differ significantly from those having low creativity because Fo > Ft and qo (between B1 and B2) > qt; and (3) there is an interaction between teaching methods and students‟ creativity in teaching writing because Fo > Ft, and the result of Tukey test shows that: (a) for the students having high creativity, Collaborative Writing method differs significantly from Direct Instruction method to teach writing because qo (between A1B1 and A2B1) > qt; and (b) for the students having low creativity, Direct Instruction method differs significantly from Collaborative Writing method to teach writing because qo (between A1B2 and A2B2) > qt. Based on the result of the research, it can be concluded that Collaborative Writing method is an effective method to teach writing. The research also shows that the effect of teaching method depends on the students‟ creativity. Therefore, English teachers are expected to be able to select the appropriate teaching method to teach writing for the students having high and low creativity. Keywords: Collaborative Writing method; Writing Skill; Creativity.