Developing Collaborative Based Reading Habit Model for Learning
Writing Textbook
Khaerudin Kurniawan
Department of Indonesian Education, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No. 229, Bandung, Indonesia
Keywords: Collaborative Model, Reading Habit, Learning Writing, Textbook, Students.
Abstract: The phenomenon of students’ laziness to read is a common symptom that continues to severely grow. It
happens because reading has never been applied as habit within education. Reading and writing are closely
related language skill, if reading has become habit among students, then writing too. Literacy habit (reading
and writing) is able to cure reading disabilities and difficulty in writing. Thus, this research aims to develop
reading based collaborative learning model with the intention of improving writing textbook skill. Stages
performed are (1) pre-research and formulating learning conceptual model and (2) testing the arranged
conceptual model and validating in the real context. Preliminary research is conducted by digging students’
reading habit throughout writing textbook. Pre-research bring in a set of writing materials, ideas, thought,
view and insights related with the reading which then were discussed collaboratively in Writing Textbook
classroom. The outcome of this baseline survey is the depiction of students’ abilities in getting information
from various resources on developing material, plan and completing textbook writing. As for, the main
research was started by selecting the topic, collecting the material, arranging the writing scheme, developing
the scheme into a complete writing, evaluating the writing with the criteria and preparing the writing to be
published. This study revealed that collaborative model was able to guide students to write textbook. The
implementation of this model can increase the students’ skill in writing textbook.
1 INTRODUCTION
The ability to write is indispensable for academics.
Graham and Tracey (2016) stated that writing is a
very important skill possessed by the learners.
Without the ability to write, learners will find it
difficult to follow the lesson. Writing is the most
difficult and complex language skill (Goddard and
Carole, 2008). Complexity of writing lies in the
demands of the ability to organize ideas in a logical
and coherent, as well as presents it
communicatively. Writing as a complex activity for
learning writing involves knowledge and other
language skills (Graham and Harris, 1988).
The ability to write not only involves the
attractiveness of ideas but also the skills of
developing and expressing ideas in writing form
(Goddard and Carole, 2008). Lerner (1997) stated
that “written language requires a degree of
competence in oral language skills, the ability to
read, skills in spelling, knowledge of rules of written
usage, and strategies for organizing and planning the
writing.” The ideas of Lerner (1997) can a reference
that in the activities of writing, the writer must have
written language competence, skilfully utilize
graphology, language structure, and vocabulary.
Writing for academic objective is more complex
and requires a lot of effort (Rijlaarsdam et al., 2005).
Rijlaarsdam et al. (2005) explain that when learners
compose writing (academic), most of them must be
involved in writing, including considering
authoritarian rhetoric. Rhetoric is a technique or art
in the use of language based on knowledge of
language usage (Keraf, 2009). Academic writing
must be able to practice the use of language to
convince and influence others in writing.
Academic writing emphasizes the mastery of
writing and teaching skills using a particular
technique or strategy (Furneaux and Wade, 1995).
Application of strategy or learning model in writing
is considered easier to apply because it can be
adapted to the ability of individual learners and
control the progress of learners through the group.
The process approach in writing emphasizes how the
learner finds ideas, organization and presentation of
ideas, writes the draft in accordance with the
Kurniawan, K.
Developing Collaborative Based Reading Habit Model for Learning Writing Textbook.
DOI: 10.5220/0007175207910796
In Proceedings of the Tenth Conference on Applied Linguistics and the Second English Language Teaching and Technology Conference in collaboration with the First International Conference
on Language, Literature, Culture, and Education (CONAPLIN and ICOLLITE 2017) - Literacy, Culture, and Technology in Language Pedagogy and Use, pages 791-796
ISBN: 978-989-758-332-2
Copyright © 2018 by SCITEPRESS – Science and Technology Publications, Lda. All rights reserved
791

academic situation and feedback of the teacher.
Academic writing (Bruder and Furey, 1979) aims to
help students master writing competencies, turn
ideas into products (textbooks, research results,
articles, papers, etc.). In this study, the academic
writing that is intended to be discovered is writing a
textbook.
Cooper (1990) states that "a teacher is person
charged with the responsibility of helping others to
learn and to behave in new different ways". Teachers
or prospective teachers need to have special abilities,
which may not be owned by others who are not
teachers. The ability to deliver teachers to a
profession requires special skills as a result of
educational processes conducted by educational
institutions teacher. Cooper (1990) stated that a
professional is a person who processes some
specialized knowledge and skills, can weigh
alternatives and select from a number of potentially
productive actions situation.
The model of writing textbooks so far is less
encouraging creativity of learners. Krashen (1984)
and Mukminatien (1997) studies identified three
problems of writing seen from the characteristics of
the teaching materials. Firstly, teaching materials
still emphasize the mastery of grammar so that
writing exercises are coloured with many
grammatical exercises. Secondly, instructional
material is instructive in the sense that the material
framework is presented following the model given
by the teacher and the learner is asked to replicate
the model to the point. Thirdly, the lesson material
used is less linking between learners' knowledge and
the surrounding needs that can utilize various
learning resources.
Viewed from aspects of learning methods,
learners do not have the opportunity to learn
independently (Mudjiman, 2008; Muijs and
Reynold, 2008). The reason is that the learning base
used does not refer to the use of learner knowledge
that should be assembled and developed
contextually (Johnson, 2002; Slavin, 2008). Myers
(1991) stated that collaborative strategies mean joint
work processes. Its base is the exploratory dynamics
of teachers in helping students conduct literature
studies by encouraging students to develop their
initiatives so that they can learn independently.
Collaborative learning and reading habit are two
important things for the success of learning how to
write textbook.
2 RESEARCH OBJECTIVES
Referring to the explanation in the introduction, this
study attempted to develop a collaborative learning
model based on reading habit in writing textbooks.
This model is a combination between collaborative
learning and reading habit.
The collaborative learning is an adjective that
implies working in a group of two or more to
achieve a common goal, while respecting each
individual’s contribution to the whole (Robert,
2004). The reading habit is a tool to get ideas and
insights for writing textbook which was done
collaboratively.
3 METHODS
In order to achieve the objectives, this research is
designed with Research and Development approach.
This approach is in line with the idea of Borg and
Gall (1989) who stated that “one way to bridge the
gap between research and practice in education is to
Research and Development". The research
development model is "a process used develops and
validate educational products". Research and
development methods are applied to produce the
product and test the effectiveness of the product. In
the context of this research, educational products are
developed and validated is a model of collaborative
learning based on reading habit in improving the
ability to write textbooks. The subject of this
research is learning writing process based on reading
activity using collaborative strategy.
This research was conducted through two stages
of activity. The first stage, preliminary study and the
formulation of conceptual learning model
(theoretical). The objective is to explore supported
literature and explore the necessary data, to explore
the focus, theme and preliminary research data by
examining both empirically and theoretically. The
result of this process is a conceptual model which
then validated by the experts by using expert
judgment in accordance with the field of expertise.
The second stage is testing the conceptual model
that has been compiled and validated in the field.
Testing aims to see how the conceptual model that
has been prepared has the actual effectiveness and
efficiency in the field. In addition, during the trial or
pilot test, the model was evaluated, revised and
refined so that in the end the effective model can be
found. Thus, the model was documented and the
final model as the product of this research. The steps
of developing a collaborative learning model based
CONAPLIN and ICOLLITE 2017 - Tenth Conference on Applied Linguistics and the Second English Language Teaching and Technology
Conference in collaboration with the First International Conference on Language, Literature, Culture, and Education
792

on reading tradition in writing textbooks can be
arranged as Figure 1.
Figure 1: Steps of Developing Model.
4 RESULTS AND DISCUSSIONS
The study of writing a textbook was conducted in
ten meetings. Students collaborate on writing
textbooks. Each textbook is written by 3 to 4 people,
only one book (book class VIII) written by one
person. In the implementation of writing, both
groups and individuals collaborate with each other.
Students who write in groups collaborate, among
their group members, with other groups, as well as
with lecturers. Students who write individually, they
also collaborate with other groups and lecturers.
Thus, every student both who form small groups or
does not form a group, she or he goes through a
collaborative learning process. Based on the
observations, the collaborative model makes it easier
for the students to write. Therefore, it makes the
students skilled at writing. In the next stage, the
skills can be applied not only in groups, but also
independently.
As a result of process of teaching and learning
activities, students' ability in writing textbooks using
collaborative models can be also seen through
textbooks produced by the students. There are 12
textbooks produced, namely elementary school
textbooks I to VI, textbooks VII to IX for junior high
school, and textbooks X to XII for high school
classes. To measure students' ability in producing
textbooks, three Indonesian writing teachers
analysed, assessed, and giving score to the students’
textbooks. The textbooks assessment includes four
criteria, namely content feasibility, presentation
feasibility, illustration feasibility, and the structure
of the textbook.
4.1 Content Feasibility
Content feasibility means that the material chosen in
the textbooks are suitable with core competence
(CC) and basic competence (BC) and relevant to the
subject matter based on curriculum. Textbooks I, II,
III, IV, V, and VI are thematic books. Each level
shows only one theme. CC and BC are raised in one
theme that is completed and supported each other to
achieve CC and BC on each sub sections. Each sub-
section contains discourse, how to understand
discourse, linguistics/literacy facts, complete and
relevant disclosure implications fit with the subject
matter based on curriculum (supporting the
achievement of CC and BC). Criteria observed in
Developing Collaborative Based Reading Habit Model for Learning Writing Textbook
793

this thematic book are more focused on the link
between Indonesian language learning materials
with other materials. Based on the results of the
analysis, the subject matter of Bahasa Indonesia in
the thematic textbooks has been integrated with
other lesson materials, forming a holistic content
material, resulting qualified textbooks.
The textbooks VII, VIII, IX, X, XI, and XII are
Indonesian textbooks. The textbooks already contain
complete CC and BC. The textbooks present
discourses, how to understand discourses,
linguistics/literary facts, and the implications of a
complete and relevant discourse (supporting the
achievement of CC and BC). This can be seen from
the selection of discourse, discourse understanding,
facts of linguistic/literature, and the implications of
appropriate discourse. While the textbooks IX and
XI are not complete, the linguistics/literary facts do
not exist in all chapters.
4.2 Presentation Feasibility
Presentation feasibility means that the textbooks
have a good and systematics sequence in presenting
materials. There are nine textbooks that good and
systematics sequence in presenting materials, those
are textbooks I, II, III, IV, V, VII, VIII, X, and XII.
The materials based on discourses, texts, images and
illustrations presented in all nine books is in
accordance with the facts, mentioning a clear source,
and in accordance with the level of understanding of
learners. The concepts and theories presented to
achieve BC also conform to the prevailing
definitions in the field of linguistics and literature.
The concepts and theories are used appropriately in
accordance with the phenomena discussed, and do
not generate much commentary. Descriptions and
examples through discourse, text, images, and
illustrations inculcate the conceptual demands from
easy to difficult, from concrete to abstract, from
simple to complex, from material just known to its
development. Examples presented also contain the
superiority of moral values, such as exemplary,
honesty, responsibility, discipline, cooperation, and
tolerance. In addition, the training, tasks, and
questions raised can measure students' mastery of
skills.
As for the other three textbooks (textbooks class
VI, IX, and XI) do not present the material
accurately. In the three textbooks there are several
discourses, texts, drawings, and illustrations
presented not mentioning a clear source. The
training presented in each chapter of the three
textbooks also lacks the understanding of learners so
that it needs to be further developed. In addition, in
the textbook XI concepts and theories about the
story structure is less precise.
4.3 Illustration Feasibility
Illustration feasibility means that the presented
material such as discourses, texts, images, and
illustrations in accordance with the development of
science, technology, and art relevant to the level of
understanding of learners. In addition, the references
presented are relevant, interesting, and reflects
events or conditions of the context.
In all textbooks (textbooks of I, II, III, IV, V, VI,
VII, VIII, IX, X, XI, and XII) present material
(discourses, texts, images, and illustrations) in
accordance with the development of science,
technology, and art relevant to the level of
understanding of learners. The description of
features/examples /exercises also reflects existing
events. The materials, exercises, or examples
presented through discourse, text, images and
illustrations in all textbooks can open learners'
insights to recognize and appreciate cultural
differences, opinions, performances, and cultural
heritage of the nation, to know the spread of the
diversity of nature and living things, as well as
regional uniqueness. In addition, it can give
awareness to learners to proudly use the Indonesian
language so as to evoke a sense of togetherness in
building nationalism and strengthen the identity of
the Indonesian nation.
4.4 The structure of the Textbook
The structure of the textbook means that the
textbook presents the material in a systematics way,
clear, focused, and relevant to the subject matter
which can arouse the motivation and pleasure of the
students in learning. A good structure of textbook
must have a preliminary section (containing the
purpose of textbook writing, textbook systematics to
be followed, as well as other matters deemed
important to learners), content sections (containing
description, discourse, text, images, illustrations,
training, and other support), and conclusion section
(containing conclusion and summary). Based on
these criteria, textbooks of classes I, II, III, IV, V,
VI, VII, VIII, IX, X, XI, and XII fulfil the criteria of
systematic criteria. However, not all textbooks are
consistent in the presentation of each chapter. Only
the textbooks of classes I, II, III, IV, V, VI, VII,
VIII, IX, and XI systematically present each chapter
of the book. The textbook are presented the material
CONAPLIN and ICOLLITE 2017 - Tenth Conference on Applied Linguistics and the Second English Language Teaching and Technology
Conference in collaboration with the First International Conference on Language, Literature, Culture, and Education
794

consistently, i.e. there is a preliminary section
(containing the purpose of textbook writing, book
systematics to be followed, as well as other matters
deemed important to learners), content sections
(description, discourse, text, images, illustrations,
training, and other support), and conclusion section.
While the systematic textbooks of class X and XII
disobey the principle in the presentation of each
chapter. At the end of each chapter of the second
book, the author is inconsistent in presenting the
material, some are supplemented with a summary,
and some are not.
Based on those four criteria, the teachers as
assessors in this study gave the score to the
textbooks. The textbooks have good scores, ranging
from 78 until 95 which are categorized as good
textbook. Based on the analyses result of 12
textbooks by 3 assessors as described previously,
Table 1 shows the brief of result.
Table 1: Analyses Results.
Based on Table 1, this study revealed that the
Collaborative Based Reading Habit Model for
Writing Textbook is an effective model that can be
implemented in teaching writing textbooks.
5 CONCLUSIONS
The collaborative model based on reading habit
proved to be effective in improving students' ability
to write textbooks. The learning steps prepared at the
learning/training stage are able to make the students
skilled in writing. In the next stage, the writing skills
acquired through the collaborative learning process
can be applied to the writing process individually/
independently. Therefore, this tradition-based
collaborative model of reading can be applied to
textbook writing and other writing.
6 RECOMMENDATIONS
First, learning to write a textbook based on reading
tradition can improve students' writing skills.
Therefore, researcher suggests that research on the
development of collaborative models based on
reading habit can be explored not only in the college
environment, but in schools, such as in elementary,
junior and senior high schools. Second, a
collaborative model based on reading habit is not
only applied in textbook writing lessons, but also
can be applied to other writing lessons, either
writing fiction or other scientific or nonfiction
works. Therefore, the study of the use of a habit-
based collaborative model of reading in the writing
of scholarly/nonfiction or fiction will certainly be
very useful.
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CONAPLIN and ICOLLITE 2017 - Tenth Conference on Applied Linguistics and the Second English Language Teaching and Technology
Conference in collaboration with the First International Conference on Language, Literature, Culture, and Education
796