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THE EFFECTIVENESS OF ONLINE COLLABORATIVE 
LEARNING ON STUDENT WRITING SKILL 

 
1Uci Nur Maulidah 2Imam Nur Aziz 
The Institute Keislaman Abdullah Faqih 

1mauliye67@gmail.com 2imamnuraziz@gmail.com 
 

Accepted: 
August, 12th 2020 

reviewed:  
September 11th 2020 

Published:  
November 20th 2020 

 
Abstract: Online collaborative learning is learning that focuses on group cohesiveness with 

the success of the process. The inspiration that drives this assessment is to investigate the impact 
of the use of online collaborative learning on students' ability to write descriptive texts. it's done 
in MTS. BUSTANUL ULUM in the second class of juniors to find out whether online 
collaborative learning is effective learning, researchers used pre-experimental methods where 
information was calculated using the statistical formula of the T-test. the consequence of 
exploration was that the mean of the pre-test was 60.4063, and the mean of the post-test was 
84.4688. From the questionnaire, there were students who agreed with the online collaborative 
learning method that had helped them in writing descriptive text. It can be concluded that student 
achievement increases when they are educated by collaborative learning online. 

 
Keyword:  online collaborative learning, writing, descriptive text. 

 
INTRODUCTION 

The worrying dropout rate of schools and study programs has an impact on the educational 
context this year. Writing ability is one of the factors for writing progress to improve the quality 

of academic writing. 1 In teaching English, writing is still part of the syllabus ". 2 Writing is the 
practice of composing words in which individuals express their feelings, thoughts, sentiments, and 

beliefs. 3Writing in a readable form may be used as a contact medium. Writing can improve the 

critical thinking of students. 4 In general, by having students arrange, summarize, and incorporate 

and synthesize diverse components into a cohesive whole, writing will teach critical thinking. 5 As 

mentioned 6 that “when students complain about how difficult it is to write in a second language, 
they talk not only about the difficulty of putting the right words and using the correct grammar 
but also about the difficulty of finding and expressing ideas in a new language.7 

Online collaborative learning to develop knowledge-building processes, interaction, and 

 
1 Émilie Tremblay-Wragg et al., “Writing More, Better, Together: How Writing Retreats Support Graduate 

Students through Their Journey,” Journal of Further and Higher Education 00, no. 00 (2020): 1–12, 
https://doi.org/10.1080/0309877X.2020.1736272. 

2 Yanuarti Apsari, “Reflective Reading Journal in Teaching Writing,” Indonesian EFL Journal 4, no. 2 (2018): 39, 
https://doi.org/10.25134/ieflj.v4i2.1374. 

3 (Rizki, Nouvaldi, and Apsari, 2020) 
4 Imam Nur Aziz, “The Concept of Language Environment : A Descriptive Study At Madrasah Aliyah 

Keagamaan Gresik,” Journal of Chemical Information and Modeling 53, no. 9 (2013): 1689–99. 
5 Masoumeh Shiri Aminloo, “The Effect of Collaborative Writing on EFL Learners Writing Ability at 

Elementary Level,” Journal of Language Teaching and Research 4, no. 4 (2013): 801–6, https://doi.org/10.4304/jltr.4.4.801-
806. 

6 Jawaher Alsubaie and Ali Ashuraidah, “Exploring Writing Individually and Collaboratively Using Google 
Docs in EFL Contexts,” English Language Teaching 10, no. 10 (2017): 10, https://doi.org/10.5539/elt.v10n10p10. 

7 Imam Nur Aziz and Yuli Ani Setyo Dewi, “The Concept of Language Environment: A Descriptive Study at 
Madrasah Aliah Keagamaan Gresik,” EDUKASI: Jurnal Pendidikan Islam 7, no. 2 (2019): 1–23. 

mailto:mauliye67@gmail.com


 
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student participation in the learning environment. 8 The learning took place during several 
meetings consisting of discussion forums and designing projects in the social media environment. 
9 Collaborative learning is not just an exchange of data from teachers to students, but the 

presentation of students with new concepts that are in the domain of their understanding. 10 In 
collaborative learning, the metacognitive abilities of members are taken into account without the 
assistance of the professor during the process; students must turn to one another, or outside 
sources, to overcome boundaries, empowering recognition of their wrong assumptions. Cross-

cultural collaborative learning builds knowledge through interaction, 11 builds teamwork, engages 

in group assignments, and negotiates with peers and online classroom instructors. 12 This gives 
students the opportunity to be critical of their own views, respond to different and challenging 

views of peers, and to have a shared understanding. 13 This strategy is an effective activity that can 
help students write well without fearing being wrong because doing it in groups and making 
students more enthusiastic about learning from mistakes. 

Finally, the researcher selected 32 students in second grade at MTs Bustanul Ulum who 
had difficulty understanding text descriptive writing skills in the teaching and learning process 
using the WhatsApp group to develop their writing skills. 

 

 REVIEW OF LITERATURE 

A. Collaborative learning 

Collaborative learning takes place in a "learning atmosphere in which individual learners 
support and contribute to a group's emerging knowledge pool; stresses peer interactions as learners 

work together to build learning groups" 14. The term "collaborative learning" refers to the theory 

of learning by 15, precisely the proximal growth zone (ZPD) in which during this learning phase a 
mutual understanding can be established. "In the online world, "...collaborative learning involves 

the same basic characteristics as collaborative on-site learning, but usually unfolds differently" 16. 
 
Terms also used interchangeably are group learning and co-operative learning. Although 
the words have identical meanings, there are distinct distinctions. "As the teacher may 

 
8 Xusen Cheng et al., “An Experimental Study of Satisfaction Response: Evaluation of Online Collaborative 

Learning,” International Review of Research in Open and Distance Learning 17, no. 1 (2016): 60–78, 
https://doi.org/10.19173/irrodl.v17i1.2110. 

9 Wenting Chen and Shulin Yu, “Implementing Collaborative Writing in Teacher- Centered Classroom 

Contexts : Student Beliefs and Perceptions,” Language Awareness 0, no. 0 (2019): 1–21, 
https://doi.org/10.1080/09658416.2019.1675680. 

10 Ismael Challob, Nadzrah Abu Bakar, and Hafizah Latif, “Collaborative Blended Learning Writing 

Environment : Effects on EFL Students ’ Writing Apprehension and Writing Performance” 9, no. 6 (2016): 229–41, 
https://doi.org/10.5539/elt.v9n6p229. 

11 (Nykopp, Marttunen, and Erkens, 2019) 
12 Jimmy Zambrano et al., “Effects of Group Experience and Information Distribution on Collaborative 

Learning,” Instructional Science, no. 0123456789 (2019), https://doi.org/10.1007/s11251-019-09495-0. 
13 Khalil Motallebzadeh and Farideh Samadi, “The Effect of Using Online Collaborative Tasks on Incidental 

Vocabulary Learning of Impulsive vs. Reflective Iranian EFL Learners,” International Journal of Applied Linguistics and 
English Literature 6, no. 6 (2017): 127, https://doi.org/10.7575/aiac.ijalel.v.6n.6p.127. 

14 M G Moore and G Kearsley, “Distance Education: A Systems View of Online Learning (3. Baskı). New 
York: Cengage,” Muhasebe ve Vergi Uygulamaları Dergisi, 2012. 

15 Lev S Vygotsky, “Mind in Society (M. Cole, V. John-Steiner, S. Scribner, & E. Souberman, Eds.)” 
(Cambridge, MA: Harvard University Press, 1978). 

16 Elizabeth F Barkley, K Patricia Cross, and Claire H Major, Collaborative Learning Techniques: A Handbook for 
College Faculty (John Wiley & Sons, 2014). 



 
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assume, online community practices do not "automatically result in interactive 
experiences" or online collab 

This technical determinism is collaborative learning that has a side effect on the emergence of 
modern and emerging technological channels or is the belief when students interact far more, there 

will eventually' 17. 
The role of the teacher is "important in the improvement of processes of efficient cooperation" 

18 Most for ongoing probes emphasis on online collaborative learning all about learning to 
teachers, especially online collaborative learning from a student viewpoint, the resources used to 
facilitate collaborative learning, and the ability of instructors to adapt to student need to provide 

these learning opportunities 19centered on evaluating the preparation of learners Collaborative 
learning assisted by machine (CSCL) by the growth of a system Incentives for interactive learning, 
collaborative behaviors, and online learning skills measurement. Additional areas of the Latest 
analysis have been provided with the use of social media, Mendeley, and interactive worlds, 
investigating what students are doing collaborate, If academic student success is enhanced, and 

how or not instruments assist Students in the interactive Learning online 20 
A void the latest science issues the experiences of Faculty on the application of collective 

learning online. There is a need for additional study with greater exposure to how to support the 
willingness of teachers to apply innovative and collaborative working practices "There is also a 
need to provide teachers with unique tools to orchestrate collaborative teaching practices, 
encourage these methods in institutional and work culture, and a "need to emphasize the autonomy 

of the skills of teachers to implement innovative and collaborative working methods" 21 
 

B. Online learning 

"The junction of distance education, human-computer interaction, educational technology, 
and cognitive science lies in online education". Another facet to be included in this list is 
instructional architecture. The guidance from the classroom sets the. The norm for offering online 

classes that provide academic quality and integrate "sound cognitive and educational values" 22. 
External encounters with classmates and professors during a typical facial expression course 

were usually translated into email addresses, conversations, and forums while online learning was 

in the early 1990s, with far less overall interaction 23 There was no time or space for constructive 
engagement and teamwork in these content-heavy, independent research classes. 

The online classroom teacher can consider the prerequisite knowledge possessed by the pupil 

in a learner-centered sense 24. In a constructivist learning environment, these prerequisite strengths 

 
17 Trena M Paulus, Rebecca Payne, and Lisa Jahns, “‘ Am I Making Sense Here?’: What Blogging Reveals about 

Undergraduate Student Understanding.,” Educational Psychology & Counseling Publications and Other Works, 2009, 2. 
18 Raija Hämäläinen and Katja Vähäsantanen, “Theoretical and Pedagogical Perspectives on Orchestrating 

Creativity and Collaborative Learning,” Educational Research Review 6, no. 3 (2011): 169–84. 
19 Neus Capdeferro and Margarida Romero, “Are Online Learners Frustrated with Collaborative Learning 

Experiences?,” International Review of Research in Open and Distributed Learning 13, no. 2 (2012): 26–44. 
20 Waleed Al-Rahmi, Mohd Shahizan Othman, and Lizawati Mi Yusuf, “The Role of Social Media for 

Collaborative Learning to Improve Academic Performance of Students and Researchers in Malaysian Higher 
Education,” The International Review of Research in Open and Distributed Learning 16, no. 4 (2015). 

21 Hämäläinen and Vähäsantanen, “Theoretical and Pedagogical Perspectives on Orchestrating Creativity and 
Collaborative Learning.” 

22 Jorge Larreamendy-Joerns and Gaea Leinhardt, “Going the Distance with Online Education,” Review of 
Educational Research 76, no. 4 (2006): 567–605. 

23 Jan Van Bruggen, “Theory and Practice of Online Learning,” British Journal of Educational Technology 36, no. 1 
(2005): 111–12. 

24 T Anderson, “Towards a Theory of Online Learning In T. Anderson (Ed.) The Theory and Practice of 
Online Learning (Pp 45-74). Edmonton, Canada” (Athabasca University Press. Retrieved from http://biblioteca. ucv. 



 
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are not overlooked; Instead, greater targets integrate entry-level goals, and scaffolding is given as 

appropriate 25. As provided by 26, many functional consequences for the improvement of online 
learning are a significant part of the student-centered framework. These consequences have 
training include students online how to read, providing resources for enhancing spontaneity and 
evolving architecture, articulating and maintaining online culture preferences, and seeking to 
consider all students in online learning environments. 

 
C. Online collaborative 

Online collaborative learning as expressed by the current of air stressed learning through 
victimization completely different sources; a student-centered activity that is conducted online. 
The key feature of this sort of learning is the interaction among the members of the cluster the 

head of this sort of learning is copied back to works of 27 with relevancy social art movement. In 

general, Not solely will collaborative learning need social interactions 28, however additionally the 

utilization of psychological feature, social, and psychological feature processes. 296 social art 
movement is considered the most theoretical framework during this study. 

30 Placed stress mostly on collaborative learning outcomes by asking that the analytical 
reasoning talents of students improved. Several research-backed the beneficial outcome of the 

acquisition partnership. 31 for instance, notice collaboration and efficient consider Wiki 
understanding and sense of inclusion in a very group of EFL students. Collaboration is generally 
seen as providing a good result on the social facets of learners. It lets learners withstand the 
intensive learning process and reach a goal. 

D. Whatsapp Messenger 

The technology of information and communication (ICT) influences the field of education 
tremendously. The use of ICTs in education, especially language acquisition and learning, is a 

constructive reaction to the growth of ICT in the third millennium 32. In the field of ICT, there 
has been a recent movement called the social network. Many identified the social network and 
were commonly seen as relating to networked resources that enable individuals to meet, 

communicate, and exchange thoughts, objects, and interests 33. This social network has opened up 
new possibilities for teacher-learner connections and partnerships. 

The use of social networks is becoming common in daily communication. In particular, social 
networking apps such as Facebook, Twitter, Linkedin, and many others have become 

 
cl/site …, 2008). 

25 (Aqda, Hamidi, and Ghorbandordinejad, 2011) 
26 (Stodel, Thompson, and MacDonald, 2006) 
27 Vygotsky, “Mind in Society (M. Cole, V. John-Steiner, S. Scribner, & E. Souberman, Eds.).” 
28 Barry J Zimmerman, “A Social Cognitive View of Self-Regulated Academic Learning.,” Journal of Educational 

Psychology 81, no. 3 (1989): 329. 
29 Vygotsky, “Mind in Society (M. Cole, V. John-Steiner, S. Scribner, & E. Souberman, Eds.).” 
30 David E Francis, A Review of Online Collaborative Learning: Theory and Practice, Canadian Journal of Learning and 

Technology / La Revue Canadienne de l’apprentissage et de La Technologie, vol. 31, 2005, https://doi.org/10.21432/t2pk6b. 
31 You Su et al., “Moving Literature Circles into Wiki-Based Environment: The Role of Online Self-Regulation 

in EFL Learners’ Attitude toward Collaborative Learning,” Computer Assisted Language Learning 32, no. 5–6 (2019): 556–
86, https://doi.org/10.1080/09588221.2018.1527363. 

32 Said Fathy El Said Abdul Fattah, “The Effectiveness of Using WhatsApp Messenger as One of Mobile 
Learning Techniques to Develop Students’ Writing Skills.,” Journal of Education and Practice 6, no. 32 (2015): 115–27. 

33 Anderson, “Towards a Theory of Online Learning In T. Anderson (Ed.) The Theory and Practice of Online 
Learning (Pp 45-74). Edmonton, Canada.” 



 
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phenomenally popular in the field of connectivity 34. WhatsApp is the latest famous social network. 
WhatsApp Messenger is a proprietary, multiplatform mobile instant messaging service. Besides 

text messages, users can also send pictures, video, and audio media messages to each other 35. 
WhatsApp encourages its members to use their Internet access to send each other messages. 
WhatsApp is like a cell phone messaging service. The prevalence of smartphones is rising and 
WhatsApp is available for nearly all smartphones. 

 
E. Writing  

 

Writing is one of the most essential skills students must develop in foreign languages. 36 notes 
that trends in ESL and other foreign languages in teaching writing are integrated with other skills 
particularly listening and speaking. For example, students can gather knowledge from radio, 
television, journals, the internet, and personally engage with specialists about a related subject as 
their teachers are asked to write in conjunction with those topics. Writing is the last output after 

students constantly learn separate acts. 37 Specifies that writing is the final result after students 
practice multiple writing phases independently before. Good writing means good grammar, 

material, intent, and reader referred to. 38 illustrates the phases of learning and give students a 

better view of the value of writing for good writing. 

 

METHODS 

In this study, the researcher used quantitative research that applied a pre-test and post-test 

plan. (Latief,2013) stated that experimental research is the main research to test theories that relate 

to cause and effect. This research design wants to know class problems related to language learning. 

a pre-test was given to students before treatment. after that, the post-test will be given to students 

to find out how to improve students' skills in writing skills. 

The design states that the teacher gives them a pre-test before using online collaborative 

learning methods, then gives them a post-test after encouraging them to generally use online 

collaborative learning. 

 

RESULT AND DISCUSSION 

This section provides careful info and knowledge gathered throughout the data checking 
procedure. watching the distinction motivation and skill by writing descriptive text before and 
once mistreatment online collaborative learning by utilizing the t-test. Before conniving the t-test, 
the analyst tries to the distinctiveness of the data. 

.  
 
 
 

 
34 Akhmad Riyanto, “English Language Learning Using WhatsApp Application,” AkhmadRianto, Love for All, 

Hatred for None. WordPress, the Splendid Theme, 2013. 
35 Fattah, “The Effectiveness of Using WhatsApp Messenger as One of Mobile Learning Techniques to 

Develop Students’ Writing Skills.” 
36 Paula Gillespie et al., Writing Center Research: Extending the Conversation (Routledge, 2001). 
37 Carolyn S Wallace, Brian B Hand, and Vaughan Prain, Writing and Learning in the Science Classroom, vol. 23 

(Springer Science & Business Media, 2004). 
38 Ken Hyland, Disciplinary Discourses, Michigan Classics Ed.: Social Interactions in Academic Writing (University of 

Michigan Press, 2004). 



 
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The Analysis of T-test 
 

Table 1 – 
 

Paired Samples Statistics 

 

 Mean N Std. 

Deviation 

Std. Error 

Mean 

Pair 

1 

PRE 

TEST 

60.406

3 

32 7.65321 1.35291 

POST 

TEST 

84.468

8 

32 6.08533 1.07574 

 
Illustrations 

From the table over, the score of the pre-test and the post-test demonstrated that the mean 
of the pre-test was 60.4063 and the mean of the post-test was 84.4688. It implies that the score of 
the post-test was higher than the score of the pre-test. 
 
 

Table 2 – Paired Samples Correlation 

      Paired Samples Correlations 

 N Correlati

on 

Sig. 

Pair 

1 

PRE TEST & POST 

TEST 

32 .772 .000 

 
The table above shows the connection between the pre-test and post-test was r= 0.772 with 

a likelihood (sig) = 0.000. This implies the pre-test and the post-test had a solid relationship since 

r esteem was near 1. As per 39, r = 0.10 was little impact, r = 0.3 was medium impact and r = 0.5 
was huge impact. 

 
 
 

Table 3 – Paired Samples Test 

Paired Samples Test 

 Paired Differences t df Sig
. 
(2-
tail
ed) 

Mean Std. 
Deviatio
n 

Std. 
Error 
Mean 

95% Confidence 
Interval of the 
Difference 

Lower Upper 

P
a
i

PRE TEST - 
POST TEST 

-
24.062
50 

4.87216 .86128 -
25.81910 

-
22.30590 

-
27.93
8 

31 .00
0 

 
39 Andy Field, Discovering Statistics Using IBM SPSS Statistics, Statistics, 2013. 



 
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r 
1 

 
From the table, the noteworthy worth (sig. 2 followed) was 0.000, the worth < 0.05, 

subsequently was critical and t acquired was 27.938 at the noteworthy degree of 0.05 and the level 
of opportunity 31. It implies that there was noteworthy recorded as a hard copy elucidating text 

utilizing online gamification learning. 40 has expressed, “If the value is less than 0.05 then the 
means of the two conditions are significantly different”. 
 
 
DISCUSSION 
 

 The objective of this study is to know the effectiveness of teaching writing after 
being taught by online collaborative learning at students of MTS Bustanul Ulum. To gain the 
objectives of the study, the researcher conducts an experimental study with the design pre-
experimental research one-group pretest-posttest design. Based on the research method, the study 
was done in two steps. 

In the first step, the researcher knows the students' writing ability by administering the 
initial test. In the initial test, students are ordered to do a test by working on essay questions. 
the results of the pre-test scores of all students are below 70. 
It can be concluded that the writing ability of student MTS. Bustanul Ulum is low. the mean pre-
test score was 80. 

The second step was giving treatment to the students. The researcher gave two materials 
"descriptive text and the narrative text" while undergoing treatment with the help of the google 
classroom application. students are very enthusiastic to learn it. 

As previously stated, the T-test was used to verify the major difference in the findings 
obtained by one party. Analysis of results reveals that the t-count is higher than the t-table (10, 
88>2, 14). The alternative hypothesis (Ha) is then appropriate and the null hypothesis (Ho) is 
dismissed. It indicates that there are major variations in scores between students before and after 
teaching using picture media. The alternative hypothesis (Ha) is supported based on observations 
and the null hypothesis (Ho) is denied. From the aforementioned description, the usefulness of 
writing in education and learning has a positive impact on decent writing, making it easy and loves 
to write without pressure. This can be achieved when knowledge and information can be fully 
learned and preserved with enjoyable learning. 
 

CONCLUSION 

 
Teaching writing skills through online collaborative learning is effective. Because there is 

any significant difference in the achievement of the students’ score before and after taught by 
online collaborative learning. The result of static computation using the t-test shown that the result 
of the pre-test and post-test was 10, 88. The table with a significant level of 5% and df 14 was 2, 
14. So, was greater than (10,88> 2, 14). From the data analyzed above, it can be concluded that 
Ha was accepted and Ho was rejected. 
 

 

 

 

 

 
40 Andy Field, Discovering Statistics Using SPSS (2nd Ed.)., Discovering Statistics Using SPSS (2nd Ed.)., 2005. 



 
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Al-Rahmi, Waleed, Mohd Shahizan Othman, and Lizawati Mi Yusuf. “The Role of Social Media 
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Learning 16, no. 4 (2015). 

Alsubaie, Jawaher, and Ali Ashuraidah. “Exploring Writing Individually and Collaboratively Using 
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Aminloo, Masoumeh Shiri. “The Effect of Collaborative Writing on EFL Learners Writing Ability 
at Elementary Level.” Journal of Language Teaching and Research 4, no. 4 (2013): 801–6. 
https://doi.org/10.4304/jltr.4.4.801-806. 

Anderson, T. “Towards a Theory of Online Learning In T. Anderson (Ed.) The Theory and 
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Apsari, Yanuarti. “Reflective Reading Journal in Teaching Writing.” Indonesian EFL Journal 4, no. 
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Aqda, Mahnaz Fatemi, Farideh Hamidi, and Farhad Ghorbandordinejad. “The Impact of 
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Aziz, Imam Nur, and Yuli Ani Setyo Dewi. “The Concept of Language Environment: A 
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Barkley, Elizabeth F, K Patricia Cross, and Claire H Major. Collaborative Learning Techniques: A 
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Bruggen, Jan Van. “Theory and Practice of Online Learning.” British Journal of Educational Technology 
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Capdeferro, Neus, and Margarida Romero. “Are Online Learners Frustrated with Collaborative 
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Challob, Ismael, Nadzrah Abu Bakar, and Hafizah Latif. “Collaborative Blended Learning Writing 

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Chen, Wenting, and Shulin Yu. “Implementing Collaborative Writing in Teacher- Centered 

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Cheng, Xusen, Xueyin Wang, Jianqing Huang, and Alex Zarifis. “An Experimental Study of 
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Hämäläinen, Raija, and Katja Vähäsantanen. “Theoretical and Pedagogical Perspectives on 
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Motallebzadeh, Khalil, and Farideh Samadi. “The Effect of Using Online Collaborative Tasks on 
Incidental Vocabulary Learning of Impulsive vs. Reflective Iranian EFL Learners.” 
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