The Implementation of Collaborative Learning Model In Teaching Descriptive Writing at SMA HKBP Sidorame

This study aimed to investigate the syntax and the process of implementation of the
Collaborative Learning Model in teaching descriptive writing at SMAS HKBP Sidorame
Medan. A qualitative descriptive method was employed, involving two English teachers
as participants. Data were collected through classroom observation, interviews, and
documentation. The findings showed that teachers applied the Collaborative Learning
Model through five syntax, namely (1) introduction, (2) grouping, (3) collaborative
activities, (4) reflection, and (5) assessment. However, there were variations in
implementation: the first teacher applied four stages, excluding reflection, while the
second teacher implemented all five stages, although the group division process was less
than optimal because the second teacher only based it on the students' seating positions.
During implementation, there are some process implementation by te teachers, namely;
(1) introduction stage, both teachers began by introducing the topic and objectives and
explaining the group rules. (2) grouping stage, the teachers divided the students into small
groups. The first teacher divided the students randomly, while the second teacher divided
them based on their seating arrangement. (3) collaborative activities stage, the teachers
facilitated and guided the students to discuss and write descriptive texts collaboratively.
(4) reflection stage, only the second teacher guided students to express their opinions and
share feedback about their collaborative learning experiences. (5) assessment stage, both
teachers conducted assessments by evaluating group and individual work and providing
constructive feedback. This study concluded that the Collaborative Learning Model
encourages student participation, confidence, and improved writing skills. However, its
implementation is not yet fully optimal due to time constraints, unbalanced group
formation, and limited reflection activities. Therefore, consistent implementation of all
syntactic stages is essential to achieve more optimal collaborative learning outcomes in
descriptive writing.