: Ketrampilan menulis merupakan sal

: Ketrampilan menulis merupakan salah satu skill yang harus diajarkan pada pembelajaran Bahasa Inggris. Tapi dalam implementasinya skill ini sering diabaikan oleh guru bahasa Inggris dengan berbagai alasan. Terlebih lagi dalam pembelajaran writing guru masih banyak yang menggunakan pendekatan produk (product-oriented) bukan pendekatan proses (process-oriented). Collaborative Writing merupakan strategy pembelajaran writing yang bertumpu pada orientasi proses. Strategy ini telah terbukti dapat meningkatkan kemampuan menulis siswa.
Kata Kunci: Collaborative Writing, Strategy, Menulis, Pendekatan Proses.

Pendahuluan
Bahasa Inggris merupakan alat untuk berkomunikasi baik secara lisan atau tulis. Berkomunikasi adalah memahami dan mengungkapkan informasi, pikiran, perasaan, dan mengembangkan ilmu pengetahuan, teknologi, dan budaya. Kemampuan berkomunikasi dalam pengertian yang utuh adalah kemampuan berwacana, yakni kemampuan memahami dan/atau menghasilkan teks lisan dan/atau tulis yang direalisasikan dalam empat keterampilan berbahasa, yaitu mendengarkan, berbicara, membaca dan menulis. Keempat keterampilan inilah yang digunakan untuk menanggapi atau menciptakan wacana dalam kehidupan bermasyarakat. Oleh karena itu, mata pelajaran Bahasa Inggris diarahkan untuk mengembangkan keterampilan-keterampilan tersebut agar lulusan mampu berkomunikasi dan berwacana dalam bahasa Inggris pada tingkat literasi tertentu.
Diantara empat ketrampilan bahasa tersebut ketrampilan menulis termasuk dalam productive skill. Dalam ketrampilan ini produk tulisan siswa menjadi sebuah target akhir dari proses pembelajaran. Menurut Duin (1986) kemampuan menulis penting untuk diajarkan karena tulisan dapat menjadi alat untuk menyampaikan ide, gagasan, dan pesan ke pembaca dengan tujuan tertentu. Disamping itu dengan tulisan kita dapat menjelaskan dan mendiskripsikan sesuatu kepada seseorang yang jauh dari kita.


Menurut White (1985) kegiatan menulis dapat menjadi media atau alat pembelajaran komponen bahasa karena dalam ketrampilan menulis siswa tertuntut untuk mengaplikasikan pengetahuan grammar, tata bahasa, susunan kalimat, idiom dan kosakata. Disamping itu siswa juga diberikan kesempatan untuk mengekplorasi bahasa yang mereka pelajari.
Menurut Graham (2007) pembelajaran ketrampilan menulis di sekolah-sekolah mempunyai dua manfaat penting. Pertama, writing merupakan skill yang dapat menunjukkan kemampuan menggunakan strategy ( seperti perencanaan, evaluasi, dan revisi) untuk tercapainya tujuan tulisan itu sendiri dengan berbagai opini dan bukti pendukung yang mereka miliki. Kedua, Menulis berarti memperluas dan memperdalam pengetahuan siswa. Tulisan merupakan alat untuk mempelajari pelajaran.
Ketrampilan menulis merupakan ketrampilan yang jarang diajarkan pada peserta didik baik ditingkat MTs atau MA. Ada bebarapa alasan mengapa ketrampilan menulis sering diabaikan oleh guru. Pertama, Guru kesulitan dalam merencanakan dan mengajarkan ketrampilan ini. Kedua ketrampilan menulis tidak diujikan dalam semester atau ujian akhir. Ketiga, guru lebih sering disibukkan dengan menerangkan dan menjelaskan bagian-bagian (generic structure) dari sebuah teks dibanding dengan mengaplikasikannya dalam sebuah tulisan siswa. Terakhir, pembelajaran ketrampilan menulis sangat menyita waktu baik dalam prosesnya dan juga dalam pemberian umpan balik.
Berhubungan dengan alasan kenapa ketrampilan menulis sering diabaikan oleh guru, Alwasilah (2004) dalam penelitiannya menemukan bahwa dalam budaya Indonesia literasi belum diartikan sebagai “kemampuan untuk membaca dan menulis” tapi masih diartikan sebatas “kemampuan untuk membaca”. Selain itu, guru lebih banyak menghabiskan waktu yang telah mereka alokasikan untuk menerangkan grammar daripada mengajarkan ketrampilan menulis itu sendiri. Alasan lain yang dia temukan adalah guru sering mengeluh dengan kelas besar yang mereka ajar. Hal ini menjadikan guru tak mungkin mengoreksi hasil pekerjaan siswa secara efektif.
Ketrampilan menulis merupakan salah satu ketrampilan bahasa yang telah banyak menyedot perhatian banyak pihak. Selain karena ketrampilan menulis bisa dijadikan takaran literasi suatu bangsa, juga karena belum begitu membudaya umumnya di masyarakat dan khususnya di lingkungan sekolah. Ketrampilan menulis ini bisa dianggap sebagai ketrampilan berbahasa yang sulit dan kompleks karena mensyaratkan adanya keluasan wawasan dan melibatkan proses berpikir yang intensif.
Ketidakmampuan menulis siswa juga diyakini sebagaian besar orang disebabkan karena kegagalan pengajaran ketrampilan menulis disekolah-sekolah. Sejumlah penelitian menunjukkan bahwa pengajaran menulis selama ini hanya menitikberatkan pada pengajaran tata bahasa atau tata cara menulis, bukan mengarahkan peserta didik pada untuk banyak menulis.
Dalam kontek pengajaran bahasa Inggris di tingkat SMA, ketrampilan menulis ini mutlak diperlukan mengingat salah satu tujuan pembelajaran bahasa Inggris di tingkat SMA/MA adalah mengembangkan kompetensi berkomunikasi dalam bentuk lisan dan tulis untuk mencapai tingkat literasi informational. Ruang lingkup pembelajaran bahasa Inggris di tingkat SMA/MA diantaranya meliputi: (1) kemampuan berwacana, yakni kemampuan memahami dan/atau menghasilkan teks lisan dan/atau tulis yang direalisasikan dalam empat keterampilan berbahasa, yakni mendengarkan, berbicara, membaca dan menulis secara terpadu untuk mencapai tingkat literasi informational; (2) kemampuan memahami dan menciptakan berbagai teks fungsional pendek dan monolog serta esei berbentuk procedure, descriptive, recount, narrative, report, news item, analytical exposition, hortatory exposition, spoof, explanation, discussion, review, public speaking (Dedpdiknas, 2006).
Berdasarkan pengamatan penulis, kemampuan menulis siswa MAN Jombang secara umum masih lemah. Salah satu indikatornya adalah masih rendahnya kwalitas tulisan siswa baik dalam hal tata bahasa, pengembangan dan pengorganisasian ide hal ini menyebabkan perolehan nilai ketrampilan menulis siswa masih rendah.
Disamping itu, penulis juga menemukan masalah-masalah yang membutuhkan pemecahan. Pertama, siswa merasa kesulitan untuk memulai menulis sebuah tulisan sederhana yang berhubungan dengan topik yang sedang mereka pelajari. Hal ini membuat mereka manghabiskan waktu yang lama hanya untuk memulai menulis sebuah paragraf sederhana. Disamping itu, mereka merasa kesulitan untuk menemukan dan mengorganisir ide yang berhubungan dengan topic bahasan. Kedua, Mereka merasa kesulitan untuk mengembangkan sebuah paragraf yang terpadu sehingga tulisan mereka sulit untuk dipahami. Ketiga, kebanyakan kalimat-kalimat yang mereka tulis dalam tulisan mereka tidak menyatu dan berhubungan dengan ide utamanya. Keempat, masih banyaknya kesalahan gramatikal dalam karangan mereka. Terakhir, mereka cenderung tidak aktif dan tidak punya motivasi dalam pembelajaran writing karena mereka merasa kesulitan.
Ada beberapa faktor yang menjadi sebab munculnya masalah-masalah diatas. Faktor pertama, kurangnya porsi pengajaran ketrampilan menulis dikelas dibanding dengan ketrampilan lain seperti membaca dan membahas tata bahasa. Kedua, dalam memberikan tugas menulis guru terkadang tidak memberikan contoh dan bimbingan bagaimana menuangkan ide dan mengembangkannya pada setiap proses menulis. Hal ini menyebabkan pembelajaran ketrampilan menulis hanya bertumpu pada hasil (product oriented) bukan pada proses (proccess oriented).
Pendekatan Produk Vs. Pendekatan Proses
Terkait dengan pengajaran menulis (writing) ada dua hal yang menjadi orientasi dalam pengajaran menulis, yaitu pendekatan produk, dan pendekatan proses. Pendekatan produk dalam kegiatan writing hanya berfokus pada hasil akhir dari sebuah kegiatan pembelajaran menulis. Pendekatan produk juga lebih mementingkan form tekstual, dengan lebih mengajarkan tata bahasa, analisis kesalahan, atau mengkombinasikan kalimat tunggal menjadi kalimat majemuk. Di samping itu, siswa diajarkan untuk menulis dengan meniru model yang sudah ada. Hal ini mengabaikan aspek kognitif dari menulis. Menulis hanya dipandang sebagai tindakan linguistik.
Dalam pendekatan proses, fokus utamanya adalah bagaimana proses kegiatan siswa dalam menghasilkan teks akhir. Cumming dalam Reid (1993) menyatakan bahwa menulis adalah negosiasi makna antara penulis dan pembaca yang melibatkan proses berkesinambungan mulai dari rancangan sampai proses revisi. Menurutnya, tahapan dalam menulis terdiri dari prewriting, drafting and revising. Dalam prewriting, siswa mengeluarkan ide untuk menemukan topik yang akan mereka tulis. Setelah menemukan ide, mereka membuat rancangan (drafting) yang kelak direvisi (revising) dan ditulis ulang sampai selesai. Proses ini akan mengembangkan kemampuan siswa untuk menuangkan gagasan mereka dalam tulisan. Menurut Murray (dalam Aswandi, 2009) kegiatan pembelajaran menulis dengan menggunakan pendekatan proses ditandai dengan adanya penggunaan collaborative brain storming, free-writing, pilihan topik tulisan diserahkan pada penulis, adanya peer group editing, langkah-langkah pembelajaran dalam pendeketan proses meliputi: mengembangkan gagasan/ide, drafting, revising, dan editing.
Sementara itu, menurut Shih (dalam Brown, 2001:335) proses menulis mencakup beberapa langkah. Pertama, guru membantu siswa untuk memahami proses menulis mereka sehingga mereka mampu menemukan strategi yang sesuai. Selanjutnya, siswa diberi waktu yang cukup untuk menulis dan merevisi tulisannya. Siswa didorong untuk menuangkan apa yang ingin mereka sampaikan melalui tulisannya. Kemudian, guru memberikan kesempatan kepada siswa lainnya untuk memberikan umpan balik sehingga siswa tidak hanya mendapatkan umpan balik dari guru tetapi juga dari teman sejawat (peer response). Dengan demikian, siswa diharapkan dapat mandiri (autonomous).
Mengenai kemandirian siswa dalam belajar (learning autonomy), Nunan (2003:290) mendefinisikan kemandirian siswa sebagai kemampuan untuk mengawasi pembelajarannya sendir

Hasil (Inggris) 1:

: Writing Skills is one skill that must be taught in language learning United Kingdom. But in the implementation of this skill is often overlooked by United Kingdom language teachers with a variety of reasons. Moreover, in a study of writing teachers still use the approach of product (product-oriented) instead of process approach (process-oriented). Collaborative Writing is a learning strategy that is based on the orientation of the writing process. This strategy has been shown to improve students ' writing skills.Keywords: Collaborative Writing, Strategy, Writing, Process Approach. IntroductionUnited Kingdom language is a tool to communicate either orally or in writing. To communicate is to understand and disclose information, thoughts, feelings, and develop science, technology, and culture. The ability to communicate in the sense of intact is part ability, the ability to understand and/or produce spoken text and/or write realized in four proficiency, namely, listening, speaking, reading and writing. The fourth skill is used to respond to or create a discourse in the life of society. Therefore, the United Kingdom Language subjects are directed to develop these skills in order to graduate and be able to communicate in the language of United Kingdom part at the level of particular literacy. Among the four language skills including writing skills in productive skills. In this skills handwriting products students become a target of the end of the learning process. According to Duin (1986) writing skills essential to be taught because writing can be a tool to convey ideas, ideas, and message to readers with a specific purpose. In addition to writing we can explain and mendiskripsikan something to someone who is far away from us.According to White (1985) writing activities can be the media or the component language learning tool because in writing skills tertuntut students to apply knowledge of grammar, grammar, composition of sentences, idioms and vocabulary. In addition, students are also given the opportunity to learn their language for exploring this untapped. According to Graham (2007) writing skills learning in schools have two important benefits. First, writing is a skill that can demonstrate the ability to use strategy (such as planning, evaluation, and revision) to the achievement of the purpose of the writing itself with different opinions and supporting evidence they have. Second, write a meaningful broadening and deepening the knowledge of students. Writing is a great tool to learn lessons.Writing skills are skills that are rarely taught at good learners present MTs or MA. There are several reasons why writing skills are often overlooked by the teacher. First, the difficulty in planning for Teachers and teach these skills. Writing skills are not fully tested both in a semester or final exams. Third, teachers more often preoccupied with describing and explaining the parts (generic structure) of a text than applying it in his writing students. Lastly, study skills, writing is very good in the process time-consuming and also in giving feedback. Related to the reason why writing skills are often overlooked by teachers, Alwasilah (2004) in his research found that in Indonesia the literacy culture has not been defined as "the ability to read and write" but still be defined as "the ability to read." In addition, teachers spent much of their time has been allocated to explain the grammar than teaching the skills to write itself. Another reason that he found was a teacher with a class of frequently complain that they are learning. It is not possible to make a teacher correcting student work effectively. Writing skills is one language that has many skills suck attention of many parties. In addition to writing skills because can be used as a measure of a nation's literacy, also because not so widespread in the community generally and particularly in the school environment. Writing skills this could be considered a difficult language skills and complex due to the extent of requiring insight and involves an intensive process of thinking. The inability of writing students are also believed to most people due to the failure of teaching writing skills disekolah-sekolah. Some research suggests that teaching writing for this only focuses on teaching grammar or writing, not the Ordinance directs learners on to much writing. In the United Kingdom language teaching contexts in writing skills, HIGH SCHOOL level is absolutely necessary given the goal of language learning is one of the United Kingdom at the high school level/MA is to develop the competence to communicate in oral and written form to reach the level of informational literacy. The scope of United Kingdom language learning in high school level/MA of which include: (1) part capacity, i.e. the ability to understand and/or produce spoken text and/or write realized in four skills speaking, namely listening, speaking, reading and writing are integrated to achieve the literacy level of informational; (2) the ability to understand and create a variety of functional short texts and monologues as well as essays shaped procedure, descriptive, narrative, recount, report, news items, analytical exposition hortatory, exposition, spoof, explanation, discussion, reviews, public speaking (Dedpdiknas, 2006).Based on the observations of the author, writing skills students generally Jombang MAN is still weak. One is still low quality, the charge indicators will writing students both in terms of grammar, developing and organizing ideas on this results in writing skills students gain value is still low. In addition, the authors also find problems that need solving. First, students feel difficulties to get started writing a simple article that relate to the topics they are studying. This makes them manghabiskan a long time just to start writing a simple paragraph. In addition, they found it difficult to find and organize ideas related to the topic of discussion. Second, they found it difficult to develop a coherent paragraph so that their writing is difficult to understand. Third, most of the sentences they write in the paper they are not fused and relate to the main idea. Fourth, there are still many grammatical errors in their work. Lastly, they tend to be inactive and have no motivation in writing because they feel learning difficulties. There are several factors for the emergence of the issues above. The first factor, the lack of teaching writing skills portion compared to other skills in school classrooms; like reading and discussing grammar. Second, in giving the task of writing teachers sometimes do not provide examples and guidance on how to pour the idea and develop it on any process of writing. This led to learning the skills to write just resting on the result (product oriented) rather than on the process (proccess oriented). Pendekatan Produk Vs. Pendekatan ProsesTerkait dengan pengajaran menulis (writing) ada dua hal yang menjadi orientasi dalam pengajaran menulis, yaitu pendekatan produk, dan pendekatan proses. Pendekatan produk dalam kegiatan writing hanya berfokus pada hasil akhir dari sebuah kegiatan pembelajaran menulis. Pendekatan produk juga lebih mementingkan form tekstual, dengan lebih mengajarkan tata bahasa, analisis kesalahan, atau mengkombinasikan kalimat tunggal menjadi kalimat majemuk. Di samping itu, siswa diajarkan untuk menulis dengan meniru model yang sudah ada. Hal ini mengabaikan aspek kognitif dari menulis. Menulis hanya dipandang sebagai tindakan linguistik. Dalam pendekatan proses, fokus utamanya adalah bagaimana proses kegiatan siswa dalam menghasilkan teks akhir. Cumming dalam Reid (1993) menyatakan bahwa menulis adalah negosiasi makna antara penulis dan pembaca yang melibatkan proses berkesinambungan mulai dari rancangan sampai proses revisi. Menurutnya, tahapan dalam menulis terdiri dari prewriting, drafting and revising. Dalam prewriting, siswa mengeluarkan ide untuk menemukan topik yang akan mereka tulis. Setelah menemukan ide, mereka membuat rancangan (drafting) yang kelak direvisi (revising) dan ditulis ulang sampai selesai. Proses ini akan mengembangkan kemampuan siswa untuk menuangkan gagasan mereka dalam tulisan. Menurut Murray (dalam Aswandi, 2009) kegiatan pembelajaran menulis dengan menggunakan pendekatan proses ditandai dengan adanya penggunaan collaborative brain storming, free-writing, pilihan topik tulisan diserahkan pada penulis, adanya peer group editing, langkah-langkah pembelajaran dalam pendeketan proses meliputi: mengembangkan gagasan/ide, drafting, revising, dan editing.Sementara itu, menurut Shih (dalam Brown, 2001:335) proses menulis mencakup beberapa langkah. Pertama, guru membantu siswa untuk memahami proses menulis mereka sehingga mereka mampu menemukan strategi yang sesuai. Selanjutnya, siswa diberi waktu yang cukup untuk menulis dan merevisi tulisannya. Siswa didorong untuk menuangkan apa yang ingin mereka sampaikan melalui tulisannya. Kemudian, guru memberikan kesempatan kepada siswa lainnya untuk memberikan umpan balik sehingga siswa tidak hanya mendapatkan umpan balik dari guru tetapi juga dari teman sejawat (peer response). Dengan demikian, siswa diharapkan dapat mandiri (autonomous).Mengenai kemandirian siswa dalam belajar (learning autonomy), Nunan (2003:290) mendefinisikan kemandirian siswa sebagai kemampuan untuk mengawasi pembelajarannya sendir

Hasil (Inggris) 2:

: Writing skills is one skill that must be taught in English learning. But the implementation of this skill are often overlooked by teachers of English with a variety of reasons. Moreover, teachers in teaching writing are still many that use the products (product-oriented) is not a process approach (process-oriented). Collaborative Writing is learning writing strategy, which is based on the orientation process. This strategy has been shown to improve students' writing ability.
Keywords: Collaborative Writing, Strategy, Writing, Process Approach. Introduction English is a tool to communicate both orally or in writing. Communicating is to understand and express information, thought, feeling, and develop science, technology, and culture. Ability to communicate in a full understanding is the ability of discourse, namely the ability to understand and / or produce spoken text and / or write realized in the four language skills, namely listening, speaking, reading and writing. The fourth skill is used to respond to or create a discourse in public life. Therefore, subjects in English is directed to develop these skills so that graduates are able to communicate and discourse in English at a certain level of literacy. Among the four language skills writing skills are included in the productive skills. In this product the students' writing skills become a target of the end of the learning process. According to Duin (1986) writing skills necessary to teach because writing can be a tool to convey ideas, ideas, and a message to the reader with a specific purpose. Besides, with the inscription we can explain and describe something to someone who is far away from us. According to White (1985) writing activities can be a media or components of language learning tool for the students' writing skills tertuntut to apply knowledge of grammar, grammar, sentence structure, idioms and vocabulary. Besides, students are also given the opportunity to explore the language they are learning. According to Graham (2007) learning writing skills in schools has two important benefits. First, writing is a skill that can demonstrate the ability to use strategy (such as planning, evaluation, and revision) for the achievement of the writing itself with different opinions and supporting evidence they have. Secondly, Writing means to broaden and deepen students' knowledge. Writing is a tool to learn the lesson. Skill writing is a skill that is rarely taught to learners either at the junior or MA. There bebarapa reasons why writing skills are often overlooked by teachers. First, Master difficulties in planning and teaching these skills. Both writing skills are not tested in the semester or final exam. Third, teachers more often preoccupied with explaining and explaining the parts (generic structure) of a text than by applying it in a writing student. Finally, learning skills very time-consuming to write both in the process and also in providing feedback. Associated with the reasons why writing skills are often overlooked by teachers, Alwasilah (2004) in his research found that in Indonesian culture has not been defined literacy as "the ability to read and write "but still be interpreted as the" ability to read ". In addition, teachers spend more time they have to allocate to explain grammar rather than teach skills in writing itself. Another reason he found was a teacher often complain with large classes they teach. It makes no teacher may correct the results of student work effectively. Skills writing is one which has a lot of language skills the attention of many parties. In addition to writing skills can be used for literacy measure of a nation, also because there are so entrenched in society generally and particularly in the school environment. This writing skills can be considered as the language skills that are difficult and complex because it requires the breadth of insight and thought processes that involve intensive. The inability of writing students also believed the bulk of people due to the failure of teaching writing skills in schools. Numerous studies show that the teaching of writing has been only focused on teaching grammar or procedures for writing, not directing students in for a lot of writing. In the context of English language teaching in high school, writing skills are absolutely necessary in view of one of the goals of learning English in SMA / MA is to develop competence to communicate in oral and written form in order to achieve the level of informational literacy. The scope of learning English in high school / MA among others include: (1) the ability of discourse, namely the ability to understand and / or produce spoken text and / or write is realized in the four language skills, namely listening, speaking, reading and writing in an integrated manner to reach the level of informational literacy; (2) the ability to understand and create a variety of functional text short and monologue form of procedure and essays, descriptive, recount, narrative, report, news item, analytical exposition, hortatory exposition, spoof, explanation, discussion, review, public speaking (Dedpdiknas, 2006) . Based on the observations of the author, Jombang MAN students' writing skills in general is still weak. One indicator is the low quality of student writing both in terms of grammar, development and organization of this idea led to the acquisition value of the students' writing skills are still low. In addition, the authors also found problems that need solving. First, students find it difficult to start writing a simple article that is related to the topic they are studying. This makes them manghabiskan a long time just to start writing a simple paragraph. In addition, they found it difficult to find and organize ideas related to the topic of discussion. Second, they found it difficult to develop a coherent paragraph that their writing is difficult to understand. Third, most of the sentences they wrote in their paper is not fused and relate to the main idea. Fourth, there are many grammatical errors in their essays. Finally, they tend to be inactive and have no motivation in teaching writing because they find it difficult. There are several factors that cause the appearance of the problems above. The first factor, the lack of teaching writing skills portion of the class compared with other skills such as reading and discussing grammar. Secondly, in giving the task of writing teachers sometimes do not provide examples and guidance on how ideas and develop them in every process of writing. It causes learning writing skills based solely on results (product oriented) rather than on the process (proccess oriented). Approach Products Vs. Process Approach With regard to the teaching of writing (writing) there are two things that the orientation in the teaching of writing, the product approach and process approach. Product approach in writing activities focusing only on the end result of an activity of learning to write. Product approach is also more concerned with textual forms, with more to teach grammar, error analysis, or combine into a single sentence compound sentence. In addition, students are taught to write by copying an existing model. This ignores the cognitive aspects of writing. Write only seen as a measure of linguistics. In the process approach, the main focus is how the process of student activities in producing the final text. Cumming in Reid (1993) states that writing is the negotiation of meaning between author and reader which involves a continuous process starting from the design to the revision process. According to him, the stages in the writing consists of prewriting, drafting and revising. In prewriting, students issued idea to find a topic that will they write. After finding the idea, they make the draft (drafting) who later revised (revising) and rewritten to completion. This process will develop students' ability to pour their ideas in writing. According to Murray (in Aswandi, 2009) writes of learning activities using a process approach characterized by the use of collaborative brainstorming, free-writing, the choice of writing topics submitted to the authors, their peer group editing, learning steps in the process pendeketan include: developing ideas / ideas, drafting, revising, and editing. Meanwhile, according to Shih (in Brown, 2001: 335) writes the process includes several steps. First, the teacher helps the student to understand the process of writing them so that they were able to find an appropriate strategy. Furthermore, students are given ample time to write and revise his writing. Students are encouraged to pour what they want to convey through his writings. Then, the teacher gives the opportunity for other students to provide feedback so that students not only get feedback from teachers but also from peers (peer response). Thus, students are expected to be independent (autonomous). Regarding the independence of the student in learning (learning autonomy), Nunan (2003: 290) defines independence as the ability to monitor student learning sendir