Abstract
This research investigates verbal interaction in collaborative writing between students from two countries with different L1 when writing an academic essay in a foreign language writing class. Eight students from Indonesia and China participated, and were divided into Indonesian-Indonesian pairs and Indonesian-Chinese pairs. Using the method of qualitative content analysis, the transcripts from their communication were coded inductively and then categorized. The findings denote that there are three categories in their spoken interaction: what to write (ideas), where to write (structural organization), and how to write (language-related). Similarly, all pairs focused their discussions on ‘what to write’ (ideas to be written in the essays). However, Indonesian-Indonesian pairs also discussed ‘the language-related aspects’ mostly about lexical choice and the meaning, more than the mixed pairs. The Indonesian-Chinese pairs conversed, in most of their time, about the content through sharing, explaining, and negotiating their ideas. As the implication, in order to produce an essay with the same length and type, the mixed pairs executed more time in their spoken interaction.
Highlights
By definition, collaborative writing is the joint production of writing by some writers. Shafie et al (2010) state that collaborative writing is an activity of editing, reviewing, and co-writing a piece of writing to accomplish a common goal
Ritchie and Rigano (2007) differentiate collaborative writing in three types: first is turn writing which means that each member of the group writes his or her own part of the writing and the leader of the group combines the parts and harmonizes it, second type is lead writing that has only one member of the group writes the draft and it is revised by all group members, and lastly is writing together side by side in which all members write the draft together, discus, negotiate, and revise it
This study applied the stages of content analysis: coding, categorizing, and interpreting, which were used by Storch (2002) as the method of her study on pattern of interaction on ESL pair work
Summary
Collaborative writing is the joint production of writing by some writers. Shafie et al (2010) state that collaborative writing is an activity of editing, reviewing, and co-writing a piece of writing to accomplish a common goal. Collaborative writing is the joint production of writing by some writers. Shafie et al (2010) state that collaborative writing is an activity of editing, reviewing, and co-writing a piece of writing to accomplish a common goal. Widodo (2013) described the common practice of collaborative writing as the work of two or more students to share knowledge and linguistic resources and negotiate them in order to construct a joint product. Collaborative writing comprises the factors of sharing ideas and linguistic aspects of writing, negotiating, editing and reviewing a joint piece of writing. This research follows the writing together side by side process with consideration that the participants’ verbal interaction becomes the focus, they need to share the same amount of time and work to be done together in their collaboration
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