Abstrak
Mario Lufti Hakim, 2319127. The Implementation of Collaborative Writing Strategy in Teaching Procedure Text at the Eleventh Grade Students of Madrasah Tarbiyah Islamiyah Pasia Agam. Thesis, State Islamic Campus Sjech M. Djamil Djambek Bukittinggi.This research was motivated by several issues regarding the use of collaborative writing strategies in the classroom. Students faced difficulties in organizing ideas and employing appropriate linguistic elements when writing procedural texts individually. Furthermore, student engagement did not improve with the collaborative writing method, nor did the quality of the procedural texts. This study was conducted to identify the steps teachers can take when teaching English using collaborative writing strategies, with the aim of understanding how teachers implement these strategies in the classroom.The type of research used is a qualitative method, with a case study research design. The participant in this research was English teacher and students in class XI. To determine research participants, researcher used a purposive sampling technique. To collect data, researcher used instruments in the form of observation checklists and interviews. The researcher observed the classroom learning process and subsequently interviewed the students and the teacher whose classroom instruction had been observed.The results of this research reveal five indicators that were not effectively implemented in the classroom: (1) not all students actively participated in generating and exchanging ideas during group discussions; (2) students were afraid to express their ideas without overthinking grammatical accuracy; (3) students did not provide feedback regarding the clarity and completeness of the steps; (4) students identified shortcomings or unclear sections in their writing; and (5) students did not check the grammar, spelling, and punctuation in their writing. Since the teacher failed to implement these specific indicators during instruction, this may have contributed to the students' low scores in English lessons utilizing the collaborative writing strategy.