SUMMARY
Writing is an activity that requires high concentration so this activity requires a comfortable and relaxed atmosphere. The purpose of this study is to describe the collaborative writing process applied to students and analyze it so that it becomes an ideal model to be applied to students. The method used in this study is a qualitative method based on data sources from observations conducted during one semester. The total sample used was 60 students, with a duration of 90 minutes. Data collection techniques are interviews, questionnaires (30 students). The results of this study are that there are three stages of the collaborative writing process carried out in the classroom; 1). Pre-writing stage (reading written texts, small group discussions, and class discussions), 2). Drafting, Revision, and Editing stages, (first draft, proofreading, and editing), and 3). Collaborative writing could be effective for correcting students' mistakes, for developing students' writing skills, for combining their strengths, and for strengthening between peers and lecturer. The collaborative technique is an effective method for developing writing, reading, correcting, and suggesting skills.