• Utami Widiati

  Author

• A. Effendi Kadarisman

  Author

• Enny Irawati

  Author

This study reveals EFL students’ reflection on working collaboratively during writing
class. By nature, writing is a solitary activity. When students collaboratively write their essay, it
will be conflicting situation for them. Revealing students’ views, feelings, and aspirations about
collaborative writing becomes an academic effort to add knowledge about collaborative writing
in EFL context. The study is approach through narrative inquiry which primarily focuses on
EFL university students’ written narratives. By purposefully selecting the two students EFL
students who join in EFL writing class with collaborative writing activities (pair or small group
work), they were asked to give written respond based on statement starters available in narrative
frames, then, they were interviewed to gain deeper information about their reflection. The
findings reveal that students, firstly, felt hard to come in one decision during the interaction for
drafting the essay. Being intensively exposed by collaborative writing activities, then, students
are able not only develop their writing performance, but also other skills such as social
interaction, negotiation, and responsibility. As a teaching technique, collaborative writing opens
opportunities for having both instructional and nurturing effects for students.

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