A STUDENT-CENTRIC APPROACH TO TEACHING WRITING: PERSPECTIVES ON WRITING MODELS

Abstract

This study explores students' perceptions of collaborative writing activities in argumentative writing classes. Furthermore, 54 students in the 3rd and 5th semesters at the Faculty of Education and Vocational Studies, Universitas Lancang Kuning, were involved in the study. A questionnaire with five indicators was used to collect data, including attitudes towards collaborative and individual writing, peer review feedback, challenges in collaborative writing, and benefits of collaborative writing. It was then analyzed using a Likert scale and displayed that the majority of students gave positive assessments of collaborative writing, although a small number gave negative assessments on certain aspects. Despite obstacles such as time coordination and differences in views, the use of collaborative writing is considered effective in Argumentative Writing courses. Collaboration allows students to combine ideas, creating creative synergy beyond individual thinking. There was positive attitude towards peer review as a self-development tool. In spite of the fact that some students preferred to write individually, the study concluded that the collaborative writing approach was effective for enriching students' learning and preparing them for academic and professional challenges. The current study makes an important contribution to understanding students' experiences in collaborative writing and supports the development of adaptive learning strategies in higher education