164 JPAIR Multidisciplinary Research Cooperative-Collaborative Learning in Enhancing Creative Writing Performance DANDY G. ACUIN http://orcid.org 0000-0002-2652-9012 dandyacuin1981@gmail.com Leyte National High School- Senior High School Tacloban City, Philippines MONA LISA D. PETALLANA modpetallana@yahoo.com Leyte National High School- Senior High School Tacloban City, Philippines GERALDINE C. ESPERAS esperasgeraldine46@gmail.com Leyte National High School- Senior High School Tacloban City, Philippines Originality: 99 • Grammar Check: 90 • Plagiarism: 1 ABSTRACT Writing is among the communication skills covered in both Filipino and English language teaching that every learner should develop at any level of education in the Philippines. However, teaching creative writing skills continues to be a very challenging task for teachers. It is a challenge, therefore, for teachers to motivate students to write. More so, it is a challenge for students to write Vol. 32 · March 2018 DOI: https://doi.org/10.7719/jpair.v32i1.581 Print ISSN 2012-3981 Online ISSN 2244-0445 This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. http://orcid.org https://creativecommons.org/licenses/by-nc/4.0/ https://creativecommons.org/licenses/by-nc/4.0/ 165 International Peer Reviewed Journal creatively. Using the action research design, this study aimed to test and examine the effectiveness of cooperative-collaborative learning using the specific strategy, Team Pair Solo, in enhancing their creative writing skills. Triangulation is also used in this study to examine, verify, and cross-check the data at different angles such as observation, analysis of the pre and post writing composition, and from the interviews of the students. The finding shows positive effects of cooperative- collaborative learning in enhancing creative writing performance among the students. It is recommended that cooperative-collaborative learning strategy (Team Pair Solo) should be used in teaching to enhance the creative writing skills of students. It is further recommended that other cooperative-collaborative learning strategies be studied for the same purpose. Keywords — Cooperative-Collaborative Learning, creative writing, action research design, learning styles, strategies and outcome, Philippines INTRODUCTION Writing is one of the important parts of communication skills that every student should develop at any level of education. Nowadays, writing has a huge part in every student’s life, starting with the simplest content to the most complex writing pieces. They are asked to craft different types of essays, research papers and other kinds of creative writing tasks. It is a skill that students will need for the future that is why it is vital to develop. Unfortunately, majority of the students still fail to improve their writing skills even after finishing schools (Anderson, 2017). In the Philippines, students are expected to cultivate their writing skills, both in Filipino and English language. However, developing writing skills is also a problem for teachers and students in the country. According to Villafuerte and Bernales (2008), writing a composition continues to be a problem at any level of education in the Philippines. Teachers have problems in motivating students to write a composition and more so to students on how to write it. Consequently, to address the matter, many scholars promote the use of cooperative-collaborative learning strategy in teaching because of its effectiveness in enhancing students’ performance. Cooperative-collaborative learning is defined as a teaching method where the students work together as a team in the assigned task while the teacher acts as a facilitator. D.W. Johnson, R.T. Johnson, and Smith (2006) believe that cooperative learning can improve student’s performance compared to the conventional method of teaching. 166 JPAIR Multidisciplinary Research The study is undertaken to test the effectiveness of cooperative-collaborative learning strategy in enhancing creative writing skills. Furthermore, the study validates the importance of cooperative-collaborative in enhancing students’ performance in creative writing among the Grade 12 students of Leyte National High School- Senior High, Tacloban City, Philippines. FRAMEWORK Lev Vygotsky (1980) believes that students are capable of performing at higher intellectual levels when asked to work in collaborative situations than when asked to work individually. He also added that when a student is at a particular task, and provided with appropriate assistance (scaffolding), it will give the students enough boost to achieve the task. Once the student masters the task, the scaffolding can then be removed and then the students will be able to complete the task again on their own. The study is composed of three phases: The pre-writing assessment, cooperative-collaborative learning (Team Pair Solo) and the post writing assessment phase. The researcher administered a pre-writing to students involved in the study to determine the level of writing skills of each student in the Filipino language. The result of this served as the baseline of heterogeneous grouping. The cooperative-collaborative learning (Team Pair Solo) strategy was then administered as an intervention. Finally, the post-writing assessment was conducted to determine the progress of the students in their written output. Figure 1. Research Paradigm 167 International Peer Reviewed Journal OBJECTIVES OF THE STUDY This study aimed to determine the effectiveness of cooperative-collaborative learning in creative writing composition among students of section 12- MAKABANSA of Leyte National High School- Senior High School, Tacloban City, S.Y. 2017-2018. The study also sought to: 1) Determine the level of writing skills of the students before and after teaching the composition using the cooperative-collaborative (Team Pair Solo) learning strategy based on 1.1 Focus and Detail; 1.2 Organizations; 1.3 Writer’s Voice; 1.4 Choosing Appropriate Words; 1.5 Structures, Grammars, Punctuation, and Spelling; 2) Test the effectiveness of cooperative-collaborative (Team Pair Solo) learning strategy in enhancing the students writing skills based on the grade of their composition before and after teaching the composition; and, 3) Identify the strengths and weaknesses of the cooperative-collaborative strategy (Team Pair Solo) learning based on the attitude and perspectives of the students. METHODOLOGY Research Design This study is an Action Research which consist of process of planning, conducting, observation and reflection as proposed by Fraenkel and Wallen (1993). This study also used Triangulation to examine data at different angles such as observation of participants, review of compositions and interview of the participants. Participants of the Study Together with the researchers, forty-two (42) students of Grade 12- MAKABANSA of Leyte National High School-Senior High School, Tacloban City of S.Y 2017-2018 were involved in this study. For Focus Group Discussion (FGD), ten (10) students were selected using random sampling. Instrumentation The proposed writing marking guide (Rubrics) of Santos, Jocson and Perez (2016) using five criteria as follows: 1.) focus and detail, 2.) organization, 3.) voice of the writer, 4.) choice of appropriate words, and 5.) structure, grammar, punctuation, and spelling was used in reviewing and marking the composition of the students. Each criterion is given 10 points as the highest score, 6 points 168 JPAIR Multidisciplinary Research in succession, followed by 3 points and the lowest points is 1. The score each student gets in their composition was given the corresponding grade based on the latest DepEd Department Order (D.O. # 8 s. 2015). The grades obtained by each student are grouped into the following description; 1.) Outstanding (90-100), 2.) Very Satisfactory (85-89), 3.) Satisfactory (80-84), 4.) Fairly Satisfactory (75- 79) at. 5.) Did Not Meet Expectation (Below 75), it is still in compliance with the Order of Order as 8 series 2015. The content and activities of the lesson plan done by the researcher were consulted by the Head Teacher of the General Academic Strand and two teachers teaching Filipino for evaluation. The practice of writing the persuasive texts used by the researcher is reflected in the Curriculum Guide of the subject Pagbasa at Pagsusuri ng Iba’t Ibang Teksto Tungo sa Pananaliksik. The review focused on the writing compositions written by the students before and after teaching the composition using the cooperative-collaborative (Team Pair Solo) strategy of learning. A self-made questionnaire was used for Focus Group Discussion. Data Collection Students were tested on a writing composition cycle composed of pre-writing assessment and post-writing assessment using the cooperative-collaborative (Team Pair Solo) strategy of learning. The result of the pre-writing assessment was the basis of the grouping of students to form the heterogeneous grouping. The focus group discussion was then conducted to test and validate the results of the students’ compositions. Five students were selected for focus group discussion using random sampling. Data Analysis Frequency count and percentages were used in this study. RESULTS AND DISCUSSION The level of writing skills of students before and after teaching the composition using the cooperative-collaborative (Team Pair Solo) learning strategy 169 International Peer Reviewed Journal Table 1. Level of Writing Skills Before Teaching the Creative Composition Using Cooperative- Collaborative (Team Pair Solo) Criteria Total Score Mean Grade Description Focus and Detail 159 37.90 69% Did Not Meet Expectation Organization 91 21.70 65% Did Not Meet Expectation Writers Voice 134 31.90 67% Did Not Meet Expectation Choosing Appropriate Words 127 30.20 67% Did Not Meet Expectation Structure, Grammars, Punctuations, and Spelling 131 31.20 67% Did Not Meet Expectation Table 1 shows the results of the writing skill level analysis before teaching the composition using cooperative-collaborative (Team Pair Solo) learning strategies. The table shows that all the criteria are in the description of “Did Not Meet Expectation.” The result shows the poor writing performance of the students in the individual writing output. The individual task has a low effect on students’ writing performance. The result is supported by the findings of the study by Storch (2005) stating that students who had worked in pairs had produced better texts than texts written by individuals in terms of complexity, accuracy and fluency. Johnson et al. (2006) performed a meta-analysis of 168 studies comparing cooperative learning to competitive learning and individualistic learning among college students. They found that cooperative learning produced greater academic achievement than both competitive learning and individualistic learning across the studies. Table 2. Level of Writing Skills after Teaching the Creative Composition Using Cooperative- Collaborative (Team Pair Solo) Criteria Total Score Mean Grade Description Focus and Detail 313 74.50 84% Satisfactory Organization 283 67.40 79% Fairly Satisfactory Writers Voice 339 80.70 87% Very Satisfactory Choosing Appropriate Words 338 80.50 87% Very Satisfactory Structures, Grammars, Punctuation, and Spelling 265 63.10 76% Fairly Satisfactory 170 JPAIR Multidisciplinary Research Table 2 shows the result of the writing skill level analysis on the students’ writing composition after teaching the composition using the cooperative- collaborative (Team Pair Solo) learning strategy. The table shows that Focus and Details are in the Satisfactory description. The Writer’s Voice and Choosing the Appropriate Words are in the Very Satisfactory description. While the critical organizations and structures, grammars, punctuation, and spelling are in the Fairly Satisfactory description. The result shows a significant increase in the students’ performance after the integration of the cooperative-collaborative (Team Pair Solo) learning strategy. This result is in agreement with the findings of the study of Gokhale (1995) that students who participated in collaborative learning had performed significantly better than students who studied individually. The result is also supported by a study conducted by Kagan and High (2002) which showed that students performed better in writing when cooperative learning was incorporated in the classroom. In the study of Keshavarz, Shahrokhi, and Negad (2014), the implementation of cooperative learning in writing has been proven to produce positive effects in students’ learning in writing. Table 3. Effectiveness of Cooperative-Collaborative (Team Pair Solo) in Enhancing the Students Writing Skills based on the Grade of their Composition Before and After Teaching the Composition Description Grading Scale Number of Students Percentage Before After Before After Outstanding 90-100 0 10 23.81% 23.81% Very Satisfactory 85-89 0 10 23.81% 23.81% Satisfactory 80-84 2 15 35.71% 35.71% Fairly Satisfactory 75-79 7 7 16.67% 16.67% Did Not Meet Expectation Below 75 33 0 0 0% TOTAL 42 42 100% 100% Table 3 shows that most of the students involved in the study before teaching the composition or the pre-writing are included in the “Did Not Meet Expectation” description with 33 and 78.57% of the total. The Fairly Satisfactory description comprises a total of seven (7) students and a percentage of 16.67% satisfactory description with two (2) counts and a percentage of 4.76%. No students got a score that is included in the Outstanding and Very Satisfactory 171 International Peer Reviewed Journal description. This table also shows the significant increase in the grades of students after teaching the composition or the post-writing using that strategy. After teaching the composition using Team Pair Solo, none of the students have earned or been included in the “Did Not Meet Expectation” description. The result shows that students performed significantly better after the integration of cooperative-collaborative (Team Pair Solo) learning strategy. This result affirms with the learning theory of Vygotsky (1980) that students have the capability of performing at higher intellectual levels when asked to work in collaborative situations than when asked to work individually.  The result is also supported in the study of Siddique and Singh (2016) that cooperative learning strategy is effective in enhancing students’ essay writing skills. Strengths and weaknesses of the cooperative-collaborative strategy (Team Pair Solo) learning based on the attitude and perspective of the students In the focus group discussion (FGD), the first question; 1.) Has the strategy/ activity helped you in enhancing your writing skills? All students answered “Yes” as a positive response to a group activity. In the second question; 2.) How did the strategy/activity help you with your writing skills? Almost everyone involved said that they have added and given a new idea of their knowledge of the subject through collaborative sharing of knowledge. The third question; 3.) Are there problems you face in writing your creative composition using cooperative- collaborative (Team Pair Solo) strategy? Participants have two responses. Four (4) said nothing because all the members cooperated well. Six (6) answered there is because of different ideas but at the end they find ways to find a solution and in the end agrees on the topic. The result conforms to the idea of Bruner (1985) that cooperative learning methods improve problem-solving strategies because the students are confronted with different views and opinion of the given situation. The peer support system makes it possible for the learner to internalize both external knowledge and critical thinking skills. Harmer (2001) also believes that writing in groups is effective. Students found the activity motivating in terms of the writing itself. CONCLUSION Based on the results of this study, the cooperative-collaborative strategy has been effective in enhancing the writing skills of the students in developing a creative composition that conforms to the responses of the students in the 172 JPAIR Multidisciplinary Research FGD. Students had an increase of grades in their composition after teaching the composition using cooperative-collaborative (Team Pair Solo) learning strategy. TRANSLATIONAL RESEARCH The findings of the study may be best translated to teachers to incorporate cooperative-collaborative learning (Team Pair Solo) strategy in teaching especially in enhancing creative writing skills. Furthermore, other cooperative-collaborative learning strategies may be used in enhancing creative writing skills. This study will also contribute to the existing body of literature in affirming the effectiveness of using of cooperative-collaborative learning strategy in enhancing students’ performance. This study may also be presented as a topic during LEAP session or INSET training of teachers. ACKNOWLEDGEMENT The researchers would like to thank the Department of Education of the Philippines for funding this research through The Basic Education Research Fund (BERF). Gratitude is also due to Dr. Ramil Uytico, Deped Regional Director-Region VIII and Dr. Thelma C. Quitalig, Division Superintendent- Tacloban City Division for their considerable academic support and highest encouragement they had given to the researchers. LITERATURE CITED Anderson, S. (March 30, 2017). Common Writing Challenges High-School Students Encounter and Ways to Help Them. Retrieved from https://goo. gl/SEH483 Bruner, J. (1985). Vygotsky: An historical and conceptual perspective. Culture, communication, and cognition: Vygotskian perspectives, 21-34. London: Cambridge University Press. Retrieved from https://goo.gl/9WJrhs Fraenkel, J., & Wallen, N. (1993). How to design and evaluate research in education: 8th edition. Mc Graw Hill Inc. Retrieved from https://goo.gl/ sW84dh https://goo.gl/SEH483 https://goo.gl/SEH483 https://goo.gl/9WJrhs https://goo.gl/sW84dh https://goo.gl/sW84dh 173 International Peer Reviewed Journal Gokhale, A. (1995). Collaborative learning enhances critical thinking. Journal of Technology Education. Retrieved from https://goo.gl/v8SPGM Harmer, J. 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