Collaborative Learning as an Alternative Model to Enhance German Writing Skills in Higher Education

Authors

  • Alamsyah Universitas Negeri Makassar
  • Arismunandar Universitas Negeri Makassar
  • Baso Jabu Universitas Negeri Makassar

Keywords:

Collaborative Learning, Writing Proficiency, German Language, Higher Education, Alternative Teaching Model, Peer Feedback

Abstract

This study investigates the efficacy of collaborative learning as an alternative pedagogical model to enhance German writing skills in higher education. A quasi-experimental design was employed, involving two groups: an experimental group utilizing the collaborative learning model, and a control group receiving traditional instructional methods. Data were gathered through writing assessments and questionnaires designed to evaluate both writing proficiency and student engagement. The findings reveal a substantial improvement in the writing abilities of the experimental group, with an average score increase of 21.25%, compared to a more modest 12.13% improvement in the control group. Additionally, the majority of students in the experimental group (85%) reported greater confidence and higher levels of engagement in the learning process following peer feedback. These results indicate that collaborative learning is a highly effective approach for improving writing skills, as well as for fostering student motivation and engagement in German language education. Consequently, collaborative learning presents a promising alternative model for enhancing writing proficiency in higher education

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Published

2025-01-10

How to Cite

Alamsyah, Arismunandar, & Jabu, B. (2025). Collaborative Learning as an Alternative Model to Enhance German Writing Skills in Higher Education. International Journal of Learning Development and Innovation, 2(1), 160–167. Retrieved from https://gscjournal.com/IJLDI/article/view/52

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