Research Article
Collaborative Writing Against the Ability to Write Explanatory Texts in Discipline Learning
@INPROCEEDINGS{10.4108/eai.23-3-2019.2284979, author={Melisa Melisa and Y Pebriani and R L Tiawati and R Satini and S Dwinitia and T Helda}, title={Collaborative Writing Against the Ability to Write Explanatory Texts in Discipline Learning}, proceedings={First International Conference on Advances in Education, Humanities, and Language, ICEL 2019, Malang, Indonesia, 23-24 March 2019}, publisher={EAI}, proceedings_a={ICEL}, year={2019}, month={7}, keywords={writing explanatory text collaborative writing}, doi={10.4108/eai.23-3-2019.2284979} }- Melisa Melisa
Y Pebriani
R L Tiawati
R Satini
S Dwinitia
T Helda
Year: 2019
Collaborative Writing Against the Ability to Write Explanatory Texts in Discipline Learning
ICEL
EAI
DOI: 10.4108/eai.23-3-2019.2284979
Abstract
The ability of students to write explanatory texts is still low. First, students tend not to pay attention to the structure and language of the explanatory text in writing. Secondly, students are weak in writing explanatory texts because students have difficulty communicating the material into written form. Third, it is difficult for students to develop ideas in written form. Fourth, students are still not able to make effective sentences and use punctuation that is not right. The results of data processing on the ability to write explanatory texts First, the ability to write explanatory texts before using students' collaborative writing technique is 54.46. Second, the ability to write explanatory texts after using collaborative writing techniques. Third, there is a significant influence on the use of collaborative writing techniques on the ability to write explanatory text of students. This is evidenced by the results of research that show that the value of tcount (5.74)> ttable (1.71), so that H0 is rejected and H1 is accepted.