An Analysis of Collaborative Learning Methods for Teaching Descriptive Text Materials

Abstract

Teaching English descriptive texts in junior high school requires methods that are engaging, interactive, and able to foster
active student participation. Writing descriptive texts not only involves vocabulary and grammatical mastery but also the
ability to express ideas vividly, coherently, and creatively. Collaborative learning is widely recognized as an effective
approach to enhancing participation, motivation, and achievement. However, its classroom application often faces
challenges, such as unbalanced group roles—where some students dominate while others remain passive—and inconsistent
implementation due to differences in teacher strategies, classroom conditions, and student readiness. This study analyzes
the use of collaborative learning methods, specifically Learning Together and Student Teams Achievement Division
(STAD), in teaching descriptive texts to seventh-grade students at MTs Darul Ulum Tlasih. Using a qualitative descriptive
design, data were gathered through classroom observations, semi-structured interviews with teachers and students, and
documentation analysis. The findings reveal that collaborative learning had a positive impact on teaching and learning.
Students showed higher engagement, greater motivation in completing writing tasks, and noticeable improvement in
descriptive writing skills. Many became more confident in expressing ideas in English and more communicative during
group work. Nevertheless, issues such as passive participation and unequal task distribution persisted, highlighting the
need for structured facilitation. The results indicate that collaborative learning, when well-planned and effectively
managed, can be a valuable strategy for teaching descriptive texts. Teacher roles in guiding, monitoring, and structuring
group activities are crucial to ensuring balanced participation, equitable contributions, and optimal learning outcomes.