The Influence of the Cooperative Script Method on Students' Short Story Writing Ability
##plugins.themes.bootstrap3.article.sidebar##
##plugins.themes.bootstrap3.article.main##
Abstract
This research examines the impact of the Cooperative Script method on students' short story writing abilities. The Cooperative Script method, a collaborative learning strategy, was implemented with a group of secondary school students to enhance their creativity, narrative skills, and overall writing quality. The study involved an experimental group (n=30) that participated in the Cooperative Script method and a control group (n=30) that received traditional writing instruction. Data were collected through pre- and post-intervention writing assessments, which were evaluated based on creativity, structure, and language use. The results indicate a significant improvement in the writing abilities of students in the experimental group, demonstrating that collaborative learning fosters creativity and enhances narrative skills. These findings suggest that the Cooperative Script method can be an effective tool for improving short story writing skills, promoting peer interaction, and fostering a more engaging and supportive learning environment. However, the study's limitations, including a small sample size and short intervention duration, indicate the need for further research to explore the long-term effects and broader applicability of this approach in various educational settings.
##plugins.themes.bootstrap3.article.details##
Abdullah, H., Zain, A. M., Wahab, N. A., Idrus, M. M., & Ahmad, M. R. W. (2020). A process approach in the teaching of writing: Saving 21st century learners from writer’s block. Universal Journal of Educational Research, 8(12), 7160–7174.
Aichhorn, N., & Puck, J. (2017). “I just don’t feel comfortable speaking English”: Foreign language anxiety as a catalyst for spoken-language barriers in MNCs. International Business Review, 26(4), 749–763.
Alsina, Á., Ayllón, S., Colomer, J., Fernandez-Peña, R., Fullana, J., Pallisera, M., Pérez-Burriel, M., & Serra, L. (2017). Improving and evaluating reflective narratives: A rubric for higher education students. Teaching and Teacher Education, 63, 148–158.
Burroway, J., Stuckey-French, E., & Stuckey-French, N. (2019). Writing fiction: A guide to narrative craft. University of Chicago Press.
Campbell, D. T., & Stanley, J. C. (2015). Experimental and quasi-experimental designs for research. Ravenio books.
Coffin, C., Curry, M. J., Goodman, S., Hewings, A., Lillis, T., & Swann, J. (2005). Teaching academic writing: A toolkit for higher education. Routledge.
De Bruin, L. R. (2019). The use of cognitive apprenticeship in the learning and teaching of improvisation: Teacher and student perspectives. Research Studies in Music Education, 41(3), 261–279.
Farrokhi, F., & Mahmoudi-Hamidabad, A. (2012). Rethinking convenience sampling: Defining quality criteria. Theory & Practice in Language Studies (TPLS), 2(4).
Flaherty, A. W. (2005). The midnight disease: The drive to write, writer’s block, and the creative brain. Houghton Mifflin Harcourt.
Henry, A., & Thorsen, C. (2020). Disaffection and agentic engagement:‘Redesigning’activities to enable authentic self-expression. Language Teaching Research, 24(4), 456–475.
Hyland, K. (2019). Second language writing. Cambridge university press.
Hyland, K., & Hyland, F. (2006). Feedback on second language students’ writing. Language Teaching, 39(2), 83–101.
James, A., & Brookfield, S. D. (2014). Engaging imagination: Helping students become creative and reflective thinkers. John Wiley & Sons.
Jefferson, M., & Anderson, M. (2017). Transforming schools: Creativity, critical reflection, communication, collaboration. Bloomsbury Publishing.
Nijhawan, L. P., Janodia, M. D., Muddukrishna, B. S., Bhat, K. M., Bairy, K. L., Udupa, N., & Musmade, P. B. (2013). Informed consent: Issues and challenges. Journal of Advanced Pharmaceutical Technology & Research, 4(3), 134–140.
O’Donnell, A. M. (2014). Structuring dyadic interaction through scripted cooperation. In Cognitive perspectives on peer learning (pp. 179–196). Routledge.
Rasch, D. A., & Rasch, M. (2013). Overcoming Writer’s Block and Procrastination for Attorneys, Law Students, and Law Professors. NML Rev., 43, 193.
Schmitt, N., & Schmitt, D. (2020). Vocabulary in language teaching. Cambridge university press.
Slavin, R. E. (2004). When and why does cooperative learning increase achievement? Theoretical and empirical perspectives. The Routledge Falmer Reader in Psychology of Education, 271–293.
Storch, N. (2011). Collaborative writing in L2 contexts: Processes, outcomes, and future directions. Annual Review of Applied Linguistics, 31, 275–288.
Sutton, J., & Austin, Z. (2015). Qualitative research: Data collection, analysis, and management. The Canadian Journal of Hospital Pharmacy, 68(3), 226.
Toprak, T. E. (2019). Analysis of differences between groups: The t-test and the analysis of variance (ANOVA) in language assessment. In Quantitative Data Analysis for Language Assessment Volume I (pp. 179–197). Routledge.
Villa, R. A., Thousand, J. S., & Nevin, A. I. (2010). Collaborating with students in instruction and decision making: The untapped resource. Corwin Press.
Vygotsky, L., & Cole, M. (2018). Lev Vygotsky: Learning and social constructivism. Learning Theories for Early Years Practice. UK: SAGE Publications Inc, 68–73.
Woo, M. M., Chu, S. K. W., & Li, X. (2013). Peer-feedback and revision process in a wiki mediated collaborative writing. Educational Technology Research and Development, 61, 279–309.
Yánez Valle, V. V. (2019). Storytelling strategy to improve coherence in writing skills development. Universidad Técnica de Ambato. Dirección de Posgrado. Maestria en la ….
Yang, Y.-T. C., & Wu, W.-C. I. (2012). Digital storytelling for enhancing student academic achievement, critical thinking, and learning motivation: A year-long experimental study. Computers & Education, 59(2), 339–352.
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.