Using fun and collaborative learning to increase students’ confidence in writing

Abstract

This study investigates the implementation of fun and collaborative learning to increase students’ confidence in writing. A Classroom Action Research (CAR) design was employed, consisting of two cycles with the stages of planning, acting, observing, and reflecting. The findings show that in Cycle I, 40% of students demonstrated confidence in writing, 60% showed active involvement during the learning process, and 60% of the fun collaborative learning strategies were successfully implemented. In Cycle II, students’ confidence increased to 90%, their involvement reached 80%, and 90% of the fun collaborative learning procedures were implemented. The results indicate a significant improvement across cycles, and all success criteria were achieved.