THE EFFECTIVENESS OF COMPUTER SUPPORTED COLLABORATIVE LEARNING IN THE TEACHING WRITING
This paper seeks to investigate the effectiveness of computer supported collaborative learning in teaching writing. The discussion is begun with the use of computer supported collaborative learning, the nature of collaborative learning, and will be ended by discussing overviews of writing in general. The main focus of this discussion is the effectiveness of CSCL in teaching writing. In fact, students have low motivation and participation in writing. This is caused the traditional method that is used by teacher in classroom. By presenting collaborative learning, students will motivate to write. The problem statement above will be analyzed in the term of how is CSCL able to support and enhance students’ language development especially in writing skill. The conclusion is drawn in the form of applying CSCL in teaching writing and teacher role in the classroom.
Key words: Computer supported collaborative learning, collaborative learning, and teaching writing
Collaborative learning is an umbrella term for a variety of educational approaches involving joint intellectual effort by students, or students and teachers together. Usually, students are working in groups of two or more, mutually searching for understanding, solutions, meanings, or creating a product. In collaborative learning, interactions among students are very important and essential for effective knowledge acquisition and to increase students understanding. Collaboration is a coordinated, synchronous activity that is the result of a continued attempt to construct and maintain a shared conception of a problem (Stahl., et.al., 2006:3). The growing of information and technological innovation in the form of internet (World Wide Web) cannot be separated in human daily life today. These interactive and technological innovations have effected to the nature of English language teaching from traditional to modern. Some experts propose the new strategy namely computer supported collaborative learning. Computer-supported collaborative learning (CSCL) allows group learning to take place in computer-mediated environments (Orvis and Lassiter, 2007:7).
In order to get maximum advantages of social learning, collaborative students must interact with each other, share information between them, and coordinate actions. For us collaboration meant consistently working together to accomplish a task; it was a series of actions that complemented those of our partner. …. plans we created together were greater than those we might have developed individually. Contributions from both of us led to more creative and complete lesson plans (Brandt, 1996:3). In fact, many students have low participation and motivation in writing and their score are not good enough, since they cannot write well. This condition is caused teacher always use traditional media in teaching writing. In this point, we are going to apply computer supported collaborative learning in developing students writing skill. This strategy is viewed as a solver for the problem stated above. The computer supported collaborative learning is designed to value the individual and emphasize each individual’s essential role in the learning process through the use of computer.
This paper therefore aims to discuss the effectiveness of computer supported collaborative learning to improve students writing. Thus, how effective is the use of computer supported collaborative learning in the teaching writing is the main focus of this discussion. The interactive media in computer connected to the internet such as e-mail, social networking, or hypertext navigation would give the students the chance to more active in the interaction, to participate more, and to communicate easily with the other students (Rangoonaden and Bordeleaus, 2000:361). Based on social interaction among group members, Computer Mediated Collaborative Learning is believed to possess a number of potential benefits, especially in academic, social, and psychological areas of language education (Nguyen, 2010:203). Theoretically, attention has shifted from psycholinguistic approaches to socio-cognitive perspectives, emphasizing language development through meaningful social interaction (Nguyen, 2010:203).