The Influence Of Collaborative Blended Learning Through Written Small Group Discussion Model On High School Students’ English Writing Skills

Abstract

This research explored the effectiveness of the Collaborative Blended Learning model through Written Small Group Discussions (CBL through WiSGuD) on enhancing students' exposition text writing skills. The study utilized a quantitative approach, employing a MANOVA analysis to assess changes in students' abilities to articulate ideas, structure texts, and use language effectively within a collaborative learning setup. Data were gathered from students' writing assignments, which were analyzed based on content, text organization, vocabulary, language use, and writing mechanics. Results indicated significant improvements in all assessed areas, demonstrating that the CBL through WiSGuD model substantially enhances students' writing skills. These findings support the hypothesis that collaborative learning environments contribute positively to students' ability to construct coherent and persuasive texts, particularly in exposition writing, which demands high analytical and organizational skills. The study underscores the importance of incorporating collaborative and blended learning strategies in educational curricula to improve specific academic skills and foster essential 21st-century skills such as teamwork and effective communication. The implications of these findings are critical for educators aiming to enhance students' writing competencies and prepare them for collaborative and communicative demands of the professional world. Future research might consider longitudinal studies to evaluate the long-term impacts of such educational interventions across various learning contexts and disciplines.