The Implementation of Collaborative Technique in Teaching Writing to Enhance Students’ Skill in Writing English Text

This study aims to seek insight into the use of Collaborative techniques in enhancing students’ interest in writing English and analyzing students' character development in writing skills by applying Collaborative techniques. It employs qualitative descriptive research where the primary data analyzed is the development of students’ writing interest and skill during the time of the implementation of the Collaborative Technique. In addition, as secondary data, the analyses of interview and classroom observations were tabulated as supporting primary data. Participants selected by using the Purposive Participant technique. A total of 60 regular students of the 2018 English Education Study Program at one of the private universities in Bandung were involved. The results of the study showed that collaborative technique is successful to increase students’ interest in writing English and also help them to develop their own writing skill form before the implementation, during, and after the implementation of Collaborative technique. Thus it can be concluded that collaborative technique affects the process of writing as an individual and group. By doing collaborative techniques in writing English, students tend to be an enthusiast to make a better writing text in English.


INTRODUCTION
As one of the basic skills of language, we know that writing is considered as a productive skill which needs so much effort and experience to do it well. Writing is not only pouring the words into paper but also needs so much knowledge and experience to make a meaningful writing. Writing English in this case, is not something simple since English is not our mother tongue. We need much time and effort to be able to write like a native. Moreover, we seldom find a supportive environment that push us to write in an enjoyable moments to write what is interesting and important for us. Musthafa (2008) states that writing needs so much persistent in pouring our ideas to make it understandable for the people who read it.
Today, everyone writes in his daily life, whether it is writing an informal text for SMS, writing an informal text to chat in any social media, and even so many people write an electronic mail in professional life. For person who writes the texts, probably they feel that they have done their best in writing performance.
However, related to academic life, it is s not always a simple experience since the reality that it always seems to be so hard to write academic writing. Writing is not always a simple experience. As we know, it is related to coherence, cohesion, and background knowledge of the writer himself (Halliday and Hasan, 1976).
In this study, the writer tried to invite students to open up their mind, for writing.  stated that writing is considered as the hardest skill to achieve naturally. The collaborative writing here, which means Collaborative technique is the technique that makes students not only pay attention to their writing skill but also to others writing skill (Alwasilah, 2002), because they have to work together to evaluate the text and students also should give input to someone else's writing.
Every time a student try to write an English text especially narrative text, he must be full of consideration about the vocabulary, the tenses, the plot of the story, the coherence of the story, and the other factors that make it seems to be so complicated.
In collaborative writing, the difficulties are shared and discussed together to meet the solutions so that it will be easier for students to learn how to write an English text with friends happily.
In this modern life, there are many ways to make our writing published worldwide; we can upload our writing through blog, or special website that we make. When somebody writes alone, by himself, he will think that everything is good, his writing is understandable by himself, and then he considers people will straightly understand it.
According to Emilia (2008) being a professional or popular writer needs a proof reader; proofreader can act as a reviewer who can give evaluation and input to the writing objectively without any offense. Moreover if the writing is produced by students who are still learn how to be a good writer, how to put cohesion and coherence in the writing process. This case is very often happened in the classroom of beginner writer who usually think that writing is a simple process, and the reality is not.
From the above description of this study aims to answer the research question:  (Leki, 1998 (Thomson, 1999), so that it gives a message that as a human being we cannot depend upon condition, we must work the best for ourselves and for the people that we respect.
The characteristic of the students can be seen by doing the research, whether they help their friends sincerely or not.
According to Williams (1995)  Therefore, all you have to do as a writer, you must be able to feel the feelings of your reader, it is not simple, but you still have to find way to make it comes true.
Students almost always do writing all alone, without proof reader, but the teacher . In this study, they have to be proof reader for their friends, even though it is not simple for beginners to be proof reader, but they have to try this. In collaborative writing, it is proved that write, share, and revise are able to give students opportunity to be a good writer by trying to feel what is in reader's mind. It is expected that the students will not be a selfish writer but they will have empathize to the readers. For instance, the students will show their honesty about their idea in writing descriptive text especially when they have to describe themselves in proper way. In writing descriptive text, they have to master vocabulary and adjective to make the sentence meaningful. Here, this is a good opportunity for them to add and enhance their vocabulary mastery and their grammar to make the sentences understandable.
In this moment, teacher can give opportunity to students to make all the students dig their best performance, they must do their best and are supported to struggle with themselves and try to make it as good as they can. Students are given time during sixty minutes to do the assignment in the classroom. The sixty minutes is considered as an enough time to do the collaborative writing.

RESULT
This research already answers the research questions by data. English is not our native language, but as a teacher it is our duty to support our students to make English and writing in English activity as a part of their daily lives.