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and Literature) 

Vol. 2 No. 1, 2021  
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The Effect Of Collaborative Writing Technique Through 

Students’ Writing Announcement Text At Second Grade In 

Smp N 3 Bonjol 

Nova Syafitry; Absharini Kardena 
Institute Agama Islam Negeri Bukittinggi  

 

novasyafitry4@gmail.com 

absharinikardena@yahoo.co.id 

ABSTRACT 

This research was due to discover the effect of collaborative writing technique through 

students’ writing announcement at second grade in SMP N 3 BONJOL because some of 

students in SMP N 3 BONJOL still had problems in master english especially in writing text. 

Some of the students had a problems in making paragraph clearly, in organizing their 

ideas, to found their grammatical or vocabulary error and etc. The research used 

experimental research, the researcher used quasi experimental design by using pretest-

posttest design. The data was through pre-test and post-test to experimental and control 

class. To analyze the data, the researcher used the normality by using lilifors test and the 

homogenity test by using F test and to test the hypothesis the researcher used t-test 

formula and consulted the result into t-table with level of significant α=0.05. From the 

result and accounting the pretest and posttest scores of experimental class, it was found 

using collaborative writing technique in writing had better result than using conventional 

technique. 

Keyword: Writing, Collaborative writing technique 

INTRODUCTION 

Writing is an active human imagination or mind which always think of new 

things in moving the ideas in written expression. Writing is one of the skills in 

english. According to Harmer, writing in the language classroom is often seen as an 

extension of on support for the other skills. the purpose of the teaching of writing 

is to enable english foreign language students to master functional and monologue 

text in the form of genres such as descriptive, narrative, recount, procedure, and 

report. 

Based on the researcher observation at SMP N 3 BONJOL, the students were 

not interest and looked bored in english class, some of them noisy, and did another 

activity, rather than paid attention and explenation to the teacher. Besides, the 

students were also passively involved in teaching and learning process. The 

researcher found various kinds of problems confront by the students in making a 

mailto:novasyafitry4@gmail.com
mailto:absharinikardena@yahoo.co.id


ELTALL (English language teaching, applied linguistics 

and Literature) 

Vol. 2 No. 1, 2021  
Available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 

 

 

 
 

48 
 

announcement text. The students explained that they were not able to make a 

announcement text in English for various reasons that, the students have a lack of 

vocabulary and the students have a limited ideas to make the announcement text. 

In SMPN 3 BONJOL the students are required to be able to make and 

understand the announcement text, it contained in the sub indicators of learning 

this material. Meanwhile, students are still unable to make the announcement text. 

For the argument above, it can be said that influence the students announcement 

text mastery are the teacher and the students. The students should be brief and 

could answer what, when, where, and who. Often it includes why and how. It 

seems that it is easy to make announcement, but most of students always feel 

difficult when they are asked to make their own, and the students achievement is 

not only affected by their ability and skills in writing. But also influenced by the 

method which is used. Some teacher taught writing just gave explanation and 

exercises. It makes students less comprehended, less interest in writing, and makes 

students did not to continue the learning process. 

METHODS 

This research used descriptive quantitative method. Descriptive quantitative 

research rfers the simantic phenomenom via statistical, mathematical or 

numerical. It means that experimental research is the research which tries to 

observed the cause effect relationship. This research was used two groups as 

sample. The experimental class was treated by applying Collaborative Writing 

strategy and the same English writing material in teaching writing. 

The population of this research was all of the second grade students (VIII 

class) at SMP N 3 BONJOL. The researcher use test as the instrument of the 

research. In this research, the researcher gave the pre test and post test to identify 

the effect of collaborative writing technique on students writing skill. The test will 

set based on the goal of teaching and learning that would be achieve. The pretest 

use to know the students’ writing ability at the beginning and posttest use to know 

the development of the students’ writing ability after aplly collaborative writing in 

teaching writing. 

FINDING AND DISCUSSION 

The researcher describe the result finding in using of collaborative writing 

technique in writing . The finding includes the using of collaborative writing can 

improve the students’writing.  

 

 



ELTALL (English language teaching, applied linguistics 

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Description of the Data 

a) Data from the pretest experimental class and control class 
The data analysis have been given by the research at the first meeting 
before conducting the treatment. The pre-test was carried out to identify 
students ability in writing before they got the treatment. 

 
Table 1.1: Table Scores The result of the Calculation of Scores 

Gained from the Pre-test 
Statistic Experimental class  Control class  

N 23 23 

Mean score 46 43 

Standard deviation 6,95 6,55 

Minimum 40 35 

Maximum 55 55 

The table 1 ,it shows that the mean of the experimental group pre-test score 

46, while the mean of the control group pre-test 43 with a difference of these 

group’s score. 

b) Data from the posttest of experimental class and control class 
The post-test was done after the treatment in order to find out if there any 

significant effect of using collaborative writing through students writing. The 
post-test was given to the experiment and control group after treated. Both 
group were given the same test material and time allocation 

 
Table 1.2. Table Scores The result of the Calculation of the Score  

Gained from Post-test 

Statistic Experimental class  Control class  

N 23 23 

Mean score 78 61 

Standard deviation 8,24 11,28 

Minimum 60 45 

Maximum 92 88 

The table 2 above shows that the mean score of the experimental class post-

test is 78 , while the mean the score of the post-test score of the control class is 61 . 



ELTALL (English language teaching, applied linguistics 

and Literature) 

Vol. 2 No. 1, 2021  
Available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 

 

 

 
 

50 
 

It means that the mean score of the experimental class was higher than the control 

class. The standar deviation of the experimental class  is 8,24  and the control class  

is 11,28.  

 

.Table 1.3. The comparison of pre-test and post-test of the experimental and 

the control class 

      Test Result 

 

The Class 

 

Pre-test 

 

 

Post-Test 

 

Experimental Class 

 

   =  46 

S=  6,95 

S2= 48 

   = 78 

S = 8,24 

S2 =  68 

 

Control Class 

 

  = 43 

S= 6,55 

S2= 41 

   = 61 

X = 11,28 

S2 = 122,23 

Based on the table 3 above, the post-test result of the experimental class is 

higher than the pre-test result (78) higher than (46) . It means  that the  treatment 

that has been used by the researcher can help the students in improving  the 

students’ writing . The comparison of the post-test result between experimental 

and control class showed that the control class test result was lower than 

experimental class. It is indicated by the mean score of the post-test result  of 

control class ( 61 ) is lower than the experimental post-test result ( 78). It means 

that the students who were treated by using collaborative writing give better 

result than the students who were not taught by using collaborative writing. 

Testing hypothesis 

a. The first hypothesis 
Based on the first hypothesis , to find whether Ha is accepted or 

rejected, the value of the t obtained  was compared with the value of t-table. 

If the value of the t obtained  is bigger than the value of the t-table the 

descriptive Ha is accepted. However, if the value of t obtained is the same or 

lessthan the value of t-table, the null hypothesis Ho is accepted. 



ELTALL (English language teaching, applied linguistics 

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Ha:  there is significant effect of using collaborative writing trough 

students’ writing ability  

Ho: there is no significant effect of using collaborative writing 

 trough students’ writing ability 

Then, the calsulation of pre-test and post-test scores of the 

experimental class were explained bellow: 

Table 1.4: The Mean Score, Standar Deviation, variant, and sum square 

The Class Mean Score 

  ×) 

Totally of 

Sample (N) 

Standar 

Deviation 

Variant 

Ss 

Pre-test 

Experimental Class 

46 23 6,95 48 

Post-test 

Experimental Class 

78 23 8,24 68 

 

t=     t=  

t     t=    t= 59,25 

t=   t=  

 

From the t test above, the mean score of the post-test ( ) is 78. It 

was bigger than the mean score of the pre-test (  is 46. It was found that t 

obtained is 59,25 and the t-table for degrees of freedom (df)= (na+nb-2)= 

(23+23-2)= 44 with level of significance ( ) 0.05 is 1.6802. Through 

comparing the t-obtained and the t-table, it can be seen as -t-table ½ > t-

obtained > t-table ½ . It can be concluded that there was a significant effect 

of using collaborative writing technique through students’ writing ability in 

announcement text.   

 



ELTALL (English language teaching, applied linguistics 

and Literature) 

Vol. 2 No. 1, 2021  
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52 
 

b. Second hypothesis 
Ha means there are significant difference between using 

collaborative writing through students’ writing announcement text and the 

students’ who do not using collaborative writing with conventional 

technique through students’ writing announcement text. On the other hand, 

Ho means there are no significant different between using collaborative 

writing with conventional technique through students’ writing 

announcement text. To measure whether the researcher would accept or 

reject the hypothesis, the researcher used this formula t-obtained located 

before t-table ½ , it means that Ha accepted and 

Hₒrejected (-t-table ½ > t-obtained > t-table ½ ) as explanation below: 

Table1.5: The Mean Score, Standar Deviation, variant, and sum square 

 
 

t=    t=  

t      t=   t= 19,10 

t=  

t=  

From the calculation of post-test score of the experimental and 

control classes, the mean score of the post-test in experimental class ( is 

78. It is greater than the mean score of the post-test in control class ( . 

The Class Mean 
Score   ×) 

Totally of 
Sample 
(N) 

Standar 
Deviation 

Variant 
Ss 

Post-test 

Experimental Class 

78 23 6,95 48 

Post-test  

Control Class 

61 23 11,28 127,23 



ELTALL (English language teaching, applied linguistics 

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Then, the standard deviation of each class is obtained and they are analyzed 

by using t-formula to find the value of t-obtained. It is found that t-obtained 

is 19,10 and the t-table for degrees of freedom (df) = (na + nb – 2) = (23+23 

– 2) = 44 with level of significance ( ) 0.05 is 1.6082 Through comparing 

the t-obtained and the t-table, it can be seen as -t-table ½ > t-obtained > t-

table ½ . It can be concluded that there was a significant difference of 

using collaborative writing technique through students’ writing ability in 

announcement text.    

c. Third hypothesis 
Ha: The use of collaborative writing is better than using conventional 

technique 

Ho: The use of collaborative writing is not better than using conventional 

technique 

 The data gotten to prove the hypothesis above is the same with the 

data of the second hypothesis. The difference occurs in the form of one-

tailed or two-tailed tests and the third hypothesis in the form for one-tailed 

test. 

   The curve of t-test result in third hypothesis 

 

 

 Ha accepted 1.6802  59,25 

 

 

 

The graphic above is shown that tobtained was higher than t table, 59,25 > 

1.6802. It means that the descriptive hypothesis (Ha) was accepted or the null 

hyphotesis (Ho) was rejected because tobtained  was haigher than t table with ( ) 

0.05 (one tail). Hence, it can be concluded that use of collaborative writing is better 

than using conventional technique in students’ writing announcement text.  

 Based on the finding above, it can be concluded that all null hypothesis were 

rejected and all alternative hypotheses were accepted. It means collaborative 

writing technique has a significant effect on students’ writing ability and also has a 

significant difference toward students’ writing ability. Last, using collaborative 

writing technique through students’ writing ability was better than without using 

conventional technique. 

 



ELTALL (English language teaching, applied linguistics 

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Vol. 2 No. 1, 2021  
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CONCLUSION 

This research was about the effect of using Collaborative Writing technique 

through students’ writing announcement text at second grade in SMP N 3 Bonjol. 

This section discusses the research finding based on the related study. This 

research was done by giving the writing test to the students in the experimental 

class and control classes, the function of the writing test is to see the students’ 

fluency to write English well, the grammar, the vocabulary, the fluency and the 

form. In order to express their own ideas, feelings based on the topic selected. 

From the explanation above, it can be conclude that collaborative writing as a 

technique can improve students writing ability in writing announcement text. 

Other than that, collaborative writing can also be used as an effective technique to 

help teacher in teaching. 

 

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ELTALL (English language teaching, applied linguistics 

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